Teachers’ beliefs about written corrective feedback on student’s errors in english writing at UIN Sunan Ampel Surabaya

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Ilmi, Farin Machliyatul (2022) Teachers’ beliefs about written corrective feedback on student’s errors in english writing at UIN Sunan Ampel Surabaya. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Teacher’s belief plays an important role in the teaching learning process: what they believe will affect the decisions they make including the way they correct students’ errors. This current research aimed to explore teachers’ beliefs about corrective feedback on student’s errors in English writing. The study also identified the types of feedback that teachers applied. To answer the issue, this study used a qualitative design by interviewing four English lecturers and identifying the examples of students’ work with teachers’ comments or feedback. The findings showed that the teachers believed that written corrective feedback was essential to producing good writing and valuable to correcting students’ errors. Therefore, written corrective feedback can improve the students’ writing ability by learning from their mistakes. The study found there are four types of corrective feedback teachers’ use, namely: direct, indirect, focused and unfocused feedback. The finding highlights the different types of feedback that teachers use in correcting students’ errors may be applied according to student’s needs.

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Item Type: Thesis (Undergraduate)
Creators:
CreatorsEmailNIM
Ilmi, Farin Machliyatulfarinmachliyatulimi@gmail.comD75217078
Contributors:
ContributionNameEmailNIDN
Thesis advisorFitriah, Fitriahfitriahasad@yahoo.com2004107602
Thesis advisorMadjid, Hilda Izzatihilda.izzati.madjid@gmail.com2010028601
Subjects: Contextual Teaching and Learning
Persepsi Guru
Keywords: kepercayaan guru; umpan balik korektif tertulis; kesalahan siswa; penulisan Bahasa Inggris
Divisions: Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User: Farin Machliyatul Ilmi
Date Deposited: 09 Nov 2022 01:30
Last Modified: 09 Nov 2022 01:30
URI: http://digilib.uinsa.ac.id/id/eprint/54878

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