TAZKIYATUNNAFS ELHAWWA, 0201616010 (2019) THE PROGRESSIVE IMPACT OF WRITTEN CORRECTIVE FEEDBACK ON ESSAYS IN A MULTICULTURAL CLASS AT HIGHER EDUCATION. PhD thesis, Universitas Negeri Semarang.

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Abstract

ABSTRACT Tazkiyatunnafs, Elhawwa. 2019. “The Progressive Impact of Written Corrective Feedback on Essays in a Multicultural Class at Higher Education”. Dissertation. English Language Education Program. Program Pascasarjana. Universitas Negeri Semarang. Promoters Prof. Dr. Dwi Rukmini, M.Pd., Co-Promoters I Prof. Dr. Januarius Mujiyanto, M.Hum., Co-Promoters II Dr. Djoko Sutopo, MSi. Keywords: progressive impact, written corrective feedback, multicultural class Written feedback contributed significant roles in EFL learning process. The study was aimed at explaining the progressive impact of written corrective feedback on essays in L2 writing at multicultural class. The written corrective feedback investigated in this study were direct, indirect, and metalinguistic (Ellis, 2009). The source of feedback used in the study were teacher, peer, and self (Bitchener & Ferris, 2012). The areas of revision are content, language forms, and organization (Bitchener, Basturkmen, & East, 2010). This study was a qualitative case study. The data were collected through questionnaire, observation, test and interview. The study was conducted of English Department at IAIN Palangka Raya 2017/2018 academic year. The number of the participants was 25 EFL learners consisting of three big ethnic groups (Javanese, Banjaresse, & Dayaknese). The findings revealed that L2 learners had positive perception toward written a corrective feedback in L2 writing class. The planning of learning process in L2 writing class using written corrective feedback was divided into three stages: prewriting, whilst writing, and post-writing. It was identified that the practice of teachers and students in implementing written corrective feedback required a particular technique in each stage of writing including prewriting, whilst writing and post writing. Based on the result of the analysis of both teaching and learning process and the subjects’ learning result, it could be inferred that EFL learners’ writing ability improved after the implementation of written corrective feedback. The findings from observation revealed that both Dayaknese and Banjarese students preferred to direct and Javanese students preferred to indirect corrective feedback. Meanwhile, the students from all ethnics preferred to teacher as the source of written corrective feedback. The most area contribution of teacher direct and indirect written corrective feedback was on language form. Meanwhile, the most area contribution of teacher metalinguistic was on content of essay. The findings of the study proposed some suggestions. It was recommended that EFL writing teachers should explain the EFL learners about the whole procedure of implementing written corrective feedback. and set the goals together with the learners. Moreover, teachers were recommended that they should determine, which errors they wanted to correct, how they wanted to correct them and when they were planning to make the correction and involved the learners so that they could be a part of the process.

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