Exploring Indonesian EFL Learners’ Engagement With Teacher and Peer Feedback in Academic Writing Class.

Budiawan,, Dani. Samuel. and Dr. Putu Dian Danayanti Degeng,, S.S., M.Pd., and Sahiruddin,, S.S., M.A., Ph.D, and Hamamah,, M.Pd.,Ph.D., (2022) Exploring Indonesian EFL Learners’ Engagement With Teacher and Peer Feedback in Academic Writing Class. Magister thesis, Universitas Brawijaya.

Abstract

ABSTRAK Budiawan, Dani. Samuel. 2022. Eksplorasi Dorongan Pemelajar Bahasa Inggris oleh Mahasiswa Indonesia terhadap Penggunaan Umpan Balik Guru dan Mahasiswa di Kelas Academic Writing . Magister Ilmu Linguistik, Fakultas Ilmu Budaya, Universitas Brawijaya. Dosen Pembimbing: (I) Hamamah, S.Pd., M.Pd., Ph.D., (II) Dr. Moh Hasbullah Isnaini.,M.Pd. Kata Kunci: Umpan Balik Guru, Umpan Balik Mahasiswa, Dorongan Beberapa peneliti menemukan dorongan mahasiswa terhadap umpan balik guru dan teman di level kelas yang berbeda. Namun, penelitian terdahulu masih kurang dilaksanakan selama pembelajaran daring. Untuk mengisi kesenjangan, peneliti mengadakan sebuah studi untuk memahami bagaimana pelajar bahasa Inggris dari Indonesia pada level tinggi, menengah, dan kurang terdorong terhadap umpan balik guru dan siswa selama pembelajaran daring. Kemudian, sebuah studi kasus dilakukan dengan wawancara. Lalu, peneliti mewawancarai 6 responden berdasarkan dari prestasi mereka (baik, menengah, kurang). Setelah mengadakan wawancara, peneliti menganalisis data dengan menggunakan atlas.ti. Untuk memvalidasi, peneliti mengadakan triangulasi peneliti yang dapat diartikan sebagai mengajak ahli lainnya untuk menganalisis dan membandingkan hasil analisis bersama. Hasilnya menunjukkan bahwa semua mahasiswa dengan prestasi yang berbeda merasa terdorong secara behavior terhadap umpan balik guru, tetapi dua mahasiswa memiliki dorongan kognitif yang negatif, dan dua mahasiswa memiliki dorongan afektif yang netral. Namun, hasil terkait umpan balik mahasiswa, semua mahasiswa terdorong secara kognitif. Tiga mahasiswa terdorong negatif secara afektif dan behavior dengan umpan balik mahasiswa. Lalu, dua mahasiswa merasa terdorong netral secara afektif. Habit dan perbedaan individu dalam belajar bahasa merupakan faktor yang dapat mempengaruhi dorongan mahasiswa. Terkadang, kepercayaan siswa terhadap umpan balik, pengalaman dalam kelas writing, motivasi, dan kecemasan dapat mempengaruhi bagaimana mereka terdorong. Kemudian, ini juga mengindikasikan bahwa guru dapat memberikan umpan balik guru sebagai strategi mengajar dan meningkatkan kualitas umpan balik mahasiswa melalui menjelaskan kepada siswa terkait manfaat umpan balik mahasiswa, memotivasi mereka untuk bergabung, dll. Lalu kekurangan dari penelitian ini adalah waktu dan hanya berfokus kepada umpan balik guru dan mahasiswa. Lalu, Guru disarankan untuk memberikan umpan balik guru karena yang paling dipilih oleh siswa dan guru dapat meminta mahasiswa di level tinggi dan menengah untuk memberikan umpan balik mahasiswa. Untuk peneliti selanjutnya, disarankan untuk meneliti bagaimana keefektifan umpan balik guru dan mahasiswa terhadap tulisan mahasiswa.

English Abstract

ABSTRACT Budiawan, Dani. Samuel. 2022. Exploring Indonesian EFL Learners’ Engagement With Teacher and Peer Feedback in Academic Writing Class. Linguistics Graduate Program, Faculty of Cultural Studies, Universitas Brawijaya. Supervisors: (I) Hamamah, S.Pd., M.Pd., Ph.D., (II) Dr. Moh Hasbullah Isnaini.,M.Pd. Keywords: Teacher Feedback, Peer Feedback, Engagement Many researchers had already found students’ engagement with peer and teacher feedback at various levels of writing instruction. However, there is a lack of research conducted on online learning. To fill the gap, the researcher conducted a study to understand how Indonesian EFL high, mid, and low achiever learners engage with the teacher and peer feedback practice during online learning. Therefore, a case study was employed with the interview guides in this study. Then, the researcher interviewed six respondents based on their level of achievement (high, mid, low). After conducting the interview guide, the researcher analyzed the data through atlas.ti program. To ensure validity, the researchers conducted investigator triangulation which can be defined as involving the experts to analyze the data and compare it. The results showed that all the learners with different proficiency levels behaviorally engaged with teacher feedback, but two respondents had a negative cognitive engagement, and two other respondents had a neutral affective engagement. The results regarding peer feedback showed that all the learners with different proficiency levels cognitively engaged with peer feedback. Three respondents are negatively behaviorally and affectively engaged with peer feedback. Two respondents are neutrally affectively engaged with peer feedback. Habit and individual differences in learning languages are the factors that could influence learners’ engagement. Sometimes, learners’ beliefs towards feedback, learners’ experience during the writing course, motivation, and anxiety could affect how the learners engaged. Thus, it inferred that the teacher should still provide teacher feedback as teaching writing strategies and improve the quality of peer feedback by briefing the learners regarding the benefits of peer feedback, motivating them to involve, etc. This study also found a limitation because of time allotment and only focused on teacher and peer feedback. Thus, for the teacher, it suggested utilizing teacher feedback since it is the preferable feedback, and the teacher could assign the high or mid-achiever to provide peer feedback. For future researchers, it is highly suggested to conduct an experimental study to ensure whether or not teacher or peer feedback effectively enhances learners’ drafts

Item Type:	Thesis (Magister)
Identification Number:	042312
Divisions:	S2/S3 > Magister Linguistik Terapan, Fakultas Ilmu Budaya
Depositing User:	Unnamed user with username saputro
Date Deposited:	12 Jan 2024 01:04
Last Modified:	08 Oct 2024 03:48
URI:	http://repository.ub.ac.id/id/eprint/208695

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