The contribution of Feedback Contents to the Development of Student Thesis A case study in a Tourism School of Higher Education
Main Article Content
Abstract
This paper aims to investigate feedback content in order to improve the development of the student thesis. This case study used a qualitative design that used multiple data collected from nine participants (six supervisors and three supervisees). Data were obtained from the textual evidence of the student thesis drafts and in-depth interviews with nine participants. The data were analyzed by labeling, categorizing and comparing similarities and differences in order to discover patterns and identify meanings. The results show that corrective feedback on the writing mechanism makes less contribution to improving student thesis. Feedback of praise and criticism does not make a contribution to improving student thesis. Specific, descriptive and suggestive feedback on the concept and order of ideas indicates a significant improvement in the development of the student thesis. The paper concludes that the feedback received from the supervisors determines responses to improve the quality of the student thesis.
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References
References
Alamis, M.M.P. (2010). Evaluating Students‟ Reactions and Responses to Teachers‟ Written
Feedback. Philippine ESL Journal, 40-57.
Azman, H., Fariza, Nor, N.F.M., & Aghwelaa, H. O. M. (2014) Investigating Supervisory
Feedback Practices And their Impact on International Research Student’s Thesis
Development: A Case Study. Procedia - Social and Behavioral Sciences, 141, 152 – 159. DOI:10.1016/J.SBSPRO.2014.05.028
Biber, D., T. Nekrasova & B. Horn. (2011). The effectiveness of feedback for
L1-English and L2 writing development: A meta-analysis. (TOEFL iBT
Research Report No. 14). Princeton, NJ: Educational Testing Service. https://www.ets.org/Media/Research/pdf/RR-11-05.pdf
Bitchener, J., Basturkmen, H., & East, M. (2011). The focus of supervisor written feedback to
thesis/dissertation students. International Journal of English Studies, 10 (2), 79-97.
DOI: 10.6018/ijes.10.2.119201
Black, P. & William, D. (1998) Assessment in classroom learning. Assessment Education:
Principles, Policy & Practice, 5 (1), 7-74, URL: http://dx.doi.org/10.1080/096959598005010
Brockner, J., S. Grover, T. Reed, R. DeWitt, and M. O’Malley (1987) “Survivors’
reactions to layoffs: We get by with a little help for our friends.” Administrative
Science Quarterly, 32: 526–542.
Brookhart, S. M. (2008) How to give effective feedback to your students.
Alexandria: Association for Supervision and Curriculum Development
Brophy, J.E. (1981) Teacher praise: A functional analysis. Review of Educational
Reseach, 51 (1), pp. 5-32, https://doi.org/10.3102/00346543051001005
Buswell, J. and Matthews, N. (2004) Feedback on feedback! Encouraging students to read
feedback: A University of Gloucestershire case study. Journal of Hospitality, Leisure,
Sport & Tourism Education 3 (1). Available at www.host.ltsn.ac.uk/johlste.
Davies, A .(2003) Feed Back ... Feed Forward: Using Assessment to Boost Literacy Learning
Originally published in Primary Leadership. Vol.2(3), 53-55.
Engebretson, K., Smith, K., McLaughlin, D., Seibold, C. Teret, G., & Ryan, E. (2008). The
changing reality of research education in Australia and implications for
supervision: a review of the literature. Teaching in Higher Education, 13(1) 1–15.
Fazio, L. (2001). The effect of corrections and commentaries on the journal
writing accuracy of minority- and majority-language students. Journal of
Second Language Writing, 10(4), 235-249. DOI: 10.1016/S1060-3743(01)00042-X.
Fedor, D. B. (1991). Recipient responses to performance feedback: A proposed model and its
implications. Research in Personnel and Human Resources Management, 9,73–120.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996).
Journal of Second Language Writing, 8(1), 1–11.
Frijda, N.H. (1986) The Emotions, Cambridge: Cambridge University Press
Goodman, J. S., & Wood, R. E. (2004). Feedback specificity, learning
opportunities, and learning. Journal of Applied Psychology, 89(5), 809- 821. https://doi.org/10.1037/0021-9010.89.5.809
Gottschalk, Katherine, & Hjortshoj, Keith. (2004). The elements of teaching writing:
A resource for instructors in all disciplines. Boston: Bedford/St. Martin's.
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1). 81-101.
Hefferman, J. & Lincoln, J. (1996) Writing: a concise handbook. New York: Norton.
Holmes, L. & Smith, L. (2003) Student evaluation of faculty grading methods.
Journal of Education for Business, July/August 2003, 78(6), 318-323
https://doi.org/10.1080/08832320309598620
Holmes, J. (1988). Doubt and certainty in ESL textbooks. Applied Linguistics, 91, 20–44.
Hyatt, D.F. (2005). ‘Yes, a very good point!’: A critical genre analysis of a corpus of feedback commentaries
on Master of Education assignments. Teaching in Higher Education, 10(3), 339–353.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing.
Language Teaching 39, 83–101. DOI: https://doi.org/10.1017/S0261444806003399
Hyland, Fiona & Hyland, Ken, (2001) Sugaring the pill Praise and criticism in
written Feedback. Journal of Second Language Writing, Vol. 10, 185–212
Irons, A. (2008). Enhancing learning through formative assessment. New York:
Routledge. New York: Routledge.
Jinguji, M. (2008) The Importance of Feedback: Descriptive and Evaluative Feedback
Retrieved 12 November 2013 from www.innovations4pe.com
Karim, M. Z. & Ivy, T. I. (2011 ). The Nature of Teacher Feedback in Second
Language (L2) Language Classrooms: A Study on Some private
universities in Bangladesh. Journal of Bangladesh Assosiation of Young Researchers. Vol. 1(1).31- 48.
DOI: https://doi.org/10.3329/jbayr.v1i1.6837
Knight, P., (2001) Formative and Summative, Criterion and Norm-Referenced Assessment,
LTSN Generic Centre, Assessment Series No. 7
Kluger, A. N., & Denisi, A. (1996). The effects of feedback interventions on performance:
A historical review, a meta-analysis, and a preliminary feedback intervention
theory. Psychological Bulletin, 119(2), 254–284.
Kumar, V. & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching
in Higher Education, 12(4), 461–470. DOI: https://doi.org/10.1017/S0261444806003399
Lee, A. (2007) "How Can a Mentor Support Experiential Learning?", Journal of Clinical
Child Psychology and Psychiatry, vol. 12(3), 333-340
Leo, Sutanto (2017) Mencerahkan Bakat Menulis, Jakarta: Gramedia
Leo, Sutanto ( 2015) Thesis Writing Supervision: A contribution of feedback to the development
of students’ thesis writing, Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Leo, Sutanto (2013) Kiat Jitu Menulis Skripsi, Tesis dan Disertasi, Jakarta: Erlangga
McColskey, W., & Leary, M. R. (1985). Differential effects of norm-referenced and self-
referenced feedback on performance expectancies, attribution, and motivation.
Contemporary Educational Psychology, 10, 275–284.
Morse, J. M. (2015). “Data Were Saturated . . . .” Qualitative Health Research, 25(5), 587–588.
doi: 10.1177/1049732315576699.
Mustafa, R. F. (2012). Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL
Learners’ Opinions about Writing Feedback. English Language Teaching. Vol. 5 (3)
Nelson, M.M. and Schunn, C.D. (2009). The nature of feedback: how different types of
peer feedback affect writing performance. Instructional Science, Vol. 8, 375–401.
http://d-scholarship.pitt.edu/id/eprint/22604
Patchan, M. M., Charney, D., & Schunn, C. D. (2009). A validation study of students’ end
comments: Comparing comments by students, a writing instructor, and a content
instructor. Journal of Writing Research, Vol. 1/2, pp. 124-152
Race, P. (2001). Using feeedback to help students learn. The Higher Education
Academy http://www.heacademy.ac.uk/resources/detail/id432
Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs,
H., Jinks, C. (2018) Saturation in qualitative research: exploring its conceptualization
and operationalization, Quality & Quantity, July 2018, Volume 52, Issue 4, pp 1893–1907
DOI: 10.1007/s11135-017-0574-8
Sharmini, S. and Kumar, V. (2017) Examiners’ commentary on thesis with
Publications. Innovations in Education and Teaching International, 2017
Http://Dx.Doi.Org/10.1080/14703297.2017.1294491
Sheen, Y. (2007). The effect of focused written corrective feedback and
language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255-283.
https://doi.org/10.1002/j.1545-7249.2007.tb00059.x
Shute, V. J. ( 2007). Focus on Formative Feedback. Princenton, NJ: Educational Testing Services.
Sivyer, D. L. (2005). "The Effect of Positive/Negative Feedback Awareness on Self-Efficacy and
Writing Performance". . Electronic Theses, Treatises and Dissertations.
Steel, Kimberly (2007) Definition for Writing Conventions. Retrieved 23 June
2014, Last updated 14 November 2007 from kimskorner4teachertalk.com.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46,327-369.
Wang, T. and Li, L. (2009). International research students’ experience of feedback.
Proceedings of the 32nd Higher Education Research Development Society of
Australia (HERDSA) Conference, 6-9 July 2009, Darwin, Australia, pp.444-452
Williams, S. E. (1997). Teachers’ written comments and students’ responses: A socially
constructed interaction. Paper presented at the annual meeting of the conference on
college composition and communication, Phoenix, AZ.
Youyan, N. (2013) Using Feedback to Enhance Learning, National Institute of Education, Singapore
http://singteach.nie.edu.sg/issue40-research04/
Zamel, V. (1985). Responding to student writing. TESOL Quarterly, Vol. 19(1), 79-101.
https://doi.org/10.2307/3586773
Alamis, M.M.P. (2010). Evaluating Students‟ Reactions and Responses to Teachers‟ Written
Feedback. Philippine ESL Journal, 40-57.
Azman, H., Fariza, Nor, N.F.M., & Aghwelaa, H. O. M. (2014) Investigating Supervisory
Feedback Practices And their Impact on International Research Student’s Thesis
Development: A Case Study. Procedia - Social and Behavioral Sciences, 141, 152 – 159. DOI:10.1016/J.SBSPRO.2014.05.028
Biber, D., T. Nekrasova & B. Horn. (2011). The effectiveness of feedback for
L1-English and L2 writing development: A meta-analysis. (TOEFL iBT
Research Report No. 14). Princeton, NJ: Educational Testing Service. https://www.ets.org/Media/Research/pdf/RR-11-05.pdf
Bitchener, J., Basturkmen, H., & East, M. (2011). The focus of supervisor written feedback to
thesis/dissertation students. International Journal of English Studies, 10 (2), 79-97.
DOI: 10.6018/ijes.10.2.119201
Black, P. & William, D. (1998) Assessment in classroom learning. Assessment Education:
Principles, Policy & Practice, 5 (1), 7-74, URL: http://dx.doi.org/10.1080/096959598005010
Brockner, J., S. Grover, T. Reed, R. DeWitt, and M. O’Malley (1987) “Survivors’
reactions to layoffs: We get by with a little help for our friends.” Administrative
Science Quarterly, 32: 526–542.
Brookhart, S. M. (2008) How to give effective feedback to your students.
Alexandria: Association for Supervision and Curriculum Development
Brophy, J.E. (1981) Teacher praise: A functional analysis. Review of Educational
Reseach, 51 (1), pp. 5-32, https://doi.org/10.3102/00346543051001005
Buswell, J. and Matthews, N. (2004) Feedback on feedback! Encouraging students to read
feedback: A University of Gloucestershire case study. Journal of Hospitality, Leisure,
Sport & Tourism Education 3 (1). Available at www.host.ltsn.ac.uk/johlste.
Davies, A .(2003) Feed Back ... Feed Forward: Using Assessment to Boost Literacy Learning
Originally published in Primary Leadership. Vol.2(3), 53-55.
Engebretson, K., Smith, K., McLaughlin, D., Seibold, C. Teret, G., & Ryan, E. (2008). The
changing reality of research education in Australia and implications for
supervision: a review of the literature. Teaching in Higher Education, 13(1) 1–15.
Fazio, L. (2001). The effect of corrections and commentaries on the journal
writing accuracy of minority- and majority-language students. Journal of
Second Language Writing, 10(4), 235-249. DOI: 10.1016/S1060-3743(01)00042-X.
Fedor, D. B. (1991). Recipient responses to performance feedback: A proposed model and its
implications. Research in Personnel and Human Resources Management, 9,73–120.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996).
Journal of Second Language Writing, 8(1), 1–11.
Frijda, N.H. (1986) The Emotions, Cambridge: Cambridge University Press
Goodman, J. S., & Wood, R. E. (2004). Feedback specificity, learning
opportunities, and learning. Journal of Applied Psychology, 89(5), 809- 821. https://doi.org/10.1037/0021-9010.89.5.809
Gottschalk, Katherine, & Hjortshoj, Keith. (2004). The elements of teaching writing:
A resource for instructors in all disciplines. Boston: Bedford/St. Martin's.
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1). 81-101.
Hefferman, J. & Lincoln, J. (1996) Writing: a concise handbook. New York: Norton.
Holmes, L. & Smith, L. (2003) Student evaluation of faculty grading methods.
Journal of Education for Business, July/August 2003, 78(6), 318-323
https://doi.org/10.1080/08832320309598620
Holmes, J. (1988). Doubt and certainty in ESL textbooks. Applied Linguistics, 91, 20–44.
Hyatt, D.F. (2005). ‘Yes, a very good point!’: A critical genre analysis of a corpus of feedback commentaries
on Master of Education assignments. Teaching in Higher Education, 10(3), 339–353.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing.
Language Teaching 39, 83–101. DOI: https://doi.org/10.1017/S0261444806003399
Hyland, Fiona & Hyland, Ken, (2001) Sugaring the pill Praise and criticism in
written Feedback. Journal of Second Language Writing, Vol. 10, 185–212
Irons, A. (2008). Enhancing learning through formative assessment. New York:
Routledge. New York: Routledge.
Jinguji, M. (2008) The Importance of Feedback: Descriptive and Evaluative Feedback
Retrieved 12 November 2013 from www.innovations4pe.com
Karim, M. Z. & Ivy, T. I. (2011 ). The Nature of Teacher Feedback in Second
Language (L2) Language Classrooms: A Study on Some private
universities in Bangladesh. Journal of Bangladesh Assosiation of Young Researchers. Vol. 1(1).31- 48.
DOI: https://doi.org/10.3329/jbayr.v1i1.6837
Knight, P., (2001) Formative and Summative, Criterion and Norm-Referenced Assessment,
LTSN Generic Centre, Assessment Series No. 7
Kluger, A. N., & Denisi, A. (1996). The effects of feedback interventions on performance:
A historical review, a meta-analysis, and a preliminary feedback intervention
theory. Psychological Bulletin, 119(2), 254–284.
Kumar, V. & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching
in Higher Education, 12(4), 461–470. DOI: https://doi.org/10.1017/S0261444806003399
Lee, A. (2007) "How Can a Mentor Support Experiential Learning?", Journal of Clinical
Child Psychology and Psychiatry, vol. 12(3), 333-340
Leo, Sutanto (2017) Mencerahkan Bakat Menulis, Jakarta: Gramedia
Leo, Sutanto ( 2015) Thesis Writing Supervision: A contribution of feedback to the development
of students’ thesis writing, Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Leo, Sutanto (2013) Kiat Jitu Menulis Skripsi, Tesis dan Disertasi, Jakarta: Erlangga
McColskey, W., & Leary, M. R. (1985). Differential effects of norm-referenced and self-
referenced feedback on performance expectancies, attribution, and motivation.
Contemporary Educational Psychology, 10, 275–284.
Morse, J. M. (2015). “Data Were Saturated . . . .” Qualitative Health Research, 25(5), 587–588.
doi: 10.1177/1049732315576699.
Mustafa, R. F. (2012). Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL
Learners’ Opinions about Writing Feedback. English Language Teaching. Vol. 5 (3)
Nelson, M.M. and Schunn, C.D. (2009). The nature of feedback: how different types of
peer feedback affect writing performance. Instructional Science, Vol. 8, 375–401.
http://d-scholarship.pitt.edu/id/eprint/22604
Patchan, M. M., Charney, D., & Schunn, C. D. (2009). A validation study of students’ end
comments: Comparing comments by students, a writing instructor, and a content
instructor. Journal of Writing Research, Vol. 1/2, pp. 124-152
Race, P. (2001). Using feeedback to help students learn. The Higher Education
Academy http://www.heacademy.ac.uk/resources/detail/id432
Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs,
H., Jinks, C. (2018) Saturation in qualitative research: exploring its conceptualization
and operationalization, Quality & Quantity, July 2018, Volume 52, Issue 4, pp 1893–1907
DOI: 10.1007/s11135-017-0574-8
Sharmini, S. and Kumar, V. (2017) Examiners’ commentary on thesis with
Publications. Innovations in Education and Teaching International, 2017
Http://Dx.Doi.Org/10.1080/14703297.2017.1294491
Sheen, Y. (2007). The effect of focused written corrective feedback and
language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255-283.
https://doi.org/10.1002/j.1545-7249.2007.tb00059.x
Shute, V. J. ( 2007). Focus on Formative Feedback. Princenton, NJ: Educational Testing Services.
Sivyer, D. L. (2005). "The Effect of Positive/Negative Feedback Awareness on Self-Efficacy and
Writing Performance". . Electronic Theses, Treatises and Dissertations.
Steel, Kimberly (2007) Definition for Writing Conventions. Retrieved 23 June
2014, Last updated 14 November 2007 from kimskorner4teachertalk.com.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46,327-369.
Wang, T. and Li, L. (2009). International research students’ experience of feedback.
Proceedings of the 32nd Higher Education Research Development Society of
Australia (HERDSA) Conference, 6-9 July 2009, Darwin, Australia, pp.444-452
Williams, S. E. (1997). Teachers’ written comments and students’ responses: A socially
constructed interaction. Paper presented at the annual meeting of the conference on
college composition and communication, Phoenix, AZ.
Youyan, N. (2013) Using Feedback to Enhance Learning, National Institute of Education, Singapore
http://singteach.nie.edu.sg/issue40-research04/
Zamel, V. (1985). Responding to student writing. TESOL Quarterly, Vol. 19(1), 79-101.
https://doi.org/10.2307/3586773