DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Written Corrective Feedback Cognition and Practices of an Exemplary EFL Writing Teacher in State University of Malang

Nodistya Septian Indrastana

Abstrak


ABSTRACT

 

Indrastana, Nodistya Septian. 2016. Written Corrective Feedback Cognition and Practices of an Exemplary EFL Writing Teacher in State University of Malang. Thesis, Graduate Program in English Language Education, State University of Malang. Advisors: (I) Prof. Adnan Latief, M.A, Ph.D (II) Prof. Nur Mukminatien, M.Pd

Keywords: written corrective feedback, cognition and practice

There have been controversies surrounding the effectiveness of written corrective feedback in teaching English writing. Apart from the controversies, there must be a need to have a good model on how to implement written corrective feedback in teaching writing. This study therefore was intended to describe how an exemplary EFL writing teacher implements written corrective feedback in teaching writing, based on the teacher’s cognition about written corrective feedback itself.

An exemplary EFL writing teacher in State University of Malang was selected as the subject of this study based on certain considerations: educational qualifications, years of experience in teaching EFL writing, recognition as a competent scholar, training experience, recognition for exemplary teaching skills and outstanding progression of abilities by students and colleagues, and academic publications. The data of this study were collected through three kinds of data collection techniques: semi-structured interview, official document analysis, and follow-up interview.  

The findings show that an exemplary EFL writing teacher who becomes the subject of this study implements written corrective feedback in the last stage of draft writing with focus on students’ language accuracy. That the focus of providing written corrective feedback is on the students’ writing accuracy, the teacher provides comprehensive feedback.

There are four types of written corrective feedback implemented: direct, indirect, metalinguistic, and reformulation. The implementation of each type is based on the kinds of errors the students make in their writing.

The teacher’s belief system, in other word cognition, consists of three main beliefs: belief about the importance of written corrective feedback, belief about the effectiveness of each type of written corrective feedback for treating certain kinds of errors, and belief about the students. The belief system mainly influences the implementation of written corrective feedback in teaching EFL writing.

 

Based on the results of this study, it is suggested that EFL writing teachers take written corrective feedback into account in their teaching practice, more specifically when checking students’ writing draft. However, its implementation should be suitable to the students’ condition.