Erliza, Setia (2024) Lecturer’s written corrective feedback in an efl writing classroom / Setia Erliza</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
There have been numerous studies examining written corrective feedback on students essays. Nevertheless discussion of written corrective feedback concentrating on university-level essays with a specific frequency of the feedback and a wider type with justifications of why and how lecturers used the feedback were still limited. Most of the previous relevant studies discussed types of written corrective feedback and its implementation without providing the lecturer rsquo s reasons for employing it. Moreover many difficulties are faced by the students during the process of writing an essay even though the lecturer has employed the feedback as a guide during the writing process. If the interpretation of the information provided in written corrective feedback is unclear it may cause students to have misconceptions. The students writing contained the same fault as a result. In response to this issue the research aimed to find out the several forms of written corrective feedback that are used the reasons for using the feedback and how the feedback is employed by English lecturer on students rsquo essays in class C English Department. The statement of the problems in this study were formulated as follows (1) what are the types of written corrective feedback employed by the lecturer of EFL essay writing classroom in one University in Medan (2) what are the lecturer rsquo s reasons for employing the written corrective feedback on students rsquo essay writing (3) how does the lecturer employ written corrective feedback on students rsquo essay writing A qualitative method with a case study approach was used in this study. The study was carried out in the English Department Faculty of Languages and Arts in one of the universities in Medan. The subject of the study was one lecturer who was interviewed to find out how the lecturer employed the feedback and the types of feedback. In this study 21 documents of the students rsquo essay writing which consist of written corrective feedback were taken as the source of the data to find the types of written corrective feedback that are employed by the lecturer. Besides the lecturer also answered the questionnaire which involves open-ended questions which was distributed through google form. The findings were based on types of written corrective feedback mentioned by Stajner (2013). The results revealed that the lecturer utilized different forms of written corrections such as explicit (9.87%) direct (15.45%) indirect coded (2.57%) indirect uncoded (45.06%) focused (15.87%) and unfocused (11.15%). In this case indirect uncoded was the type of written corrective feedback mostly implemented by the lecturer on students rsquo essays. There were some lecturer rsquo s reasons for employing feedback on students rsquo essays. It was revealed that the lecturer wanted see the students progress in writing essays. In addition the lecturer also considered the composition and the tenses of the essay. Moreover the lecturer definitely considered some advantages that the students got after receiving written corrective feedback. Regarding how the lecturer employed the feedback the lecturer employed the written corrective feedback by indicating location of error by using circle cross out or underline giving the right form of the students rsquo error giving a code near the error giving comments near the error (information or question for clarification) giving written feedback to particular errors and giving feedback to all wide range of errors. The lecturer focused on several elements while using written corrective feedback to students essays including content organization vocabulary grammatical accuracy and mechanics. Unfortunately this study covered the lecturer rsquo s written corrective feedback without obtaining the students rsquo opinion related to the feedback. Hence it is suggested that future research look into broader aspects of written corrective feedback such as student perception obtaining more research participants using a different research design examining the methods used by a different lecturer to implement feedback and examining written corrective feedback in different types of writing.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 07 Mar 2024 04:29 |
| Last Modified: | 09 Sep 2024 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322551 |
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