WRITTEN CORRECTIVE FEEDBACK IN ACADEMIC WRITING CLASS: HOW DOES EXPERIENCED TEACHER LEAD THE EFFECTIVE PRACTICE?
نویسندگان
چکیده
<p class="StyleAuthorBold"><strong>Abstract</strong></p><p>The research aimed to investigate an Indonesian academic writing teacher’s practice on written corrective feedback (WCF) in class. A case study involving experienced teacher and students were employed. To gather data, a semi-structured interview was conducted. The data then analyzed using the content analysis method. findings indicated that WCF mediated by her language learning experience. Thus, provided students’ drafts considering personalities their level of ability. In correcting student errors, used several types WCF; direct indirect correction; metalinguistic clues errors; reformulation wrong words. relevant pedagogical implications for teachers conceptualizing practicing it daily instruction based knowledge, experience, reflection-on-practice.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk mendeskripsikan praktik dosen Indonesia dalam penulisan akademik tentang umpan balik korektif tertulis di kelas akademik. Penelitian termasuk studi kasus yang melibatkan seorang menulis berpengalaman dan mahasiswa. Untuk mengumpulkan dilakukan wawancara semi-terstruktur. Data tersebut kemudian dianalisis dengan menggunakan metode analisis isi. Temuan menunjukkan bahwa pada dimediasi oleh pengalaman belajar bahasanya. Dosen memberikan draf tulisan mahasiswanya mempertimbangkan kepribadian mahasiswa tingkat kemampuan menulisnya. Dalam mengoreksi kesalahan mahasiswa, beberapa jenis koreksi langsung tidak langsung; petunjuk metalinguistik; perumusan ulang kata salah. Implikasi pedagogis relevan bagi membuat konsep mempelajari serta mempraktikkannya instruksi harian berdasarkan pengetahuan, pengalaman, refleksi dilaksanakan.</em></p>
منابع مشابه
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ژورنال
عنوان ژورنال: Edukasi
سال: 2021
ISSN: ['2746-4016', '0852-0240']
DOI: https://doi.org/10.31571/edukasi.v19i1.2315