LECTURERS’ STRATEGIES IN GIVING FEEDBACK TOWARDS STUDENTS’ THESIS WRITING: A CASE STUDY IN STATE ISLAMIC COLLEGE OF PONOROGO

Restu Mufanti

Abstract


The use of corrective feedback on students‟ writing is one of never endless issues to discuss and
received huge attention from lecturers, thesis advisors and researchers. Various studies related to
feedback have been conducted whether to find out its effectiveness, strength, and weaknesses or to
improve the quality of students‟ writing. It cannot be denied that the way how advisors provide
feedback plays an essential role to help students build their confidence to write and assist them to
improve their writing. In accord to this, this research attempted to seek the light on how advisors make
a use of feedback in writing and find out the factors the lecturers considered to provide feedback. To
achieve these goals, this study employed qualitative case study as the research design involving three
tenured lecturers in State Islamic College of Ponorogo as the research subjects. Data related to kinds of
strategies used by the subjects in giving feedback and their underlying considerations were gotten by
employing interview and document observation. The collected data were analyzed qualitatively to
answer the research questions. This study revealed that the subjects‟ strategies in giving feedback
varied and these were closely related to the targeted aims. Some strategies were identified, such as the
use of corrective feedback using minimal marking and comment, reflective feedback by discussing
some samples of students‟ errors and peer review. These strategies were occupied under certain
condition regarding the students‟ need and proficiency level, types and amount of errors. Since the
findings were beneficial to suggest how feedback was effective to apply, it is recommended for
lecturers to adapt or adopt these feedback practices in order to help students improve the quality of their
writing.


Keywords


feedback, strategies, thesis writing

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