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
185
Table 4.9.
Data of the Contribution of Feedback Sources Period: May
– November 2013 Variable
Sub-variables Contribution
High Medium
Low No
4. Sources
a. Supervisor v
b. Tutor v
c. Peer v
The supervisor feedback that provided what students did well and what they needed to do to improve their work and to complete their thesis Murray,
2002:70; Mills and Matthews, 2009, shows high contribution to the development of the students‘ thesis both the contents quality and writing mechanism. The
tutorial feedback that provided explicit guidance was helpful for students to repair their writing problems. This tutorial feedback indicates medium contribution to
the students‘ thesis development as the tutor guided the students to discover their errors and to repair them by themselves. The peer feedback that provided more
informal, more relaxed, more time available than teacher‘s feedback has low
contribution to the students‘ thesis development.
In summary, the feedback in terms of feedback providers and receivers Table 4.6, feedback strategies Table 4.7, feedback contents Table 4.8 and
feedback sources Table 4.9 has shown the contribution to the development of students‘ thesis.
The feedback providers and receivers show mostly medium contribution to the development of students‘ thesis especially in the responsibility of supervisors
and students and the relationship between supervisors and students. The highest contribution is shown in the match of supervisors‘ expertise with the students‘
topics of interest in the selection of supervisors and the guidance provided in the responsibilities of supervisors. There is no contribution of feedback in planned or
unplanned manner of selection.
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
186 The contribution of some feedback strategies is high to the development of
thesis especially in the modes, amount on feedback quality and individual feedback. Frequent timing and group audience have medium contribution,
feedback on the forms gives low contribution and no contribution the development of the thesis especially the immediate and delayed timing.
The contribution of most feedback contents is high to the development of students‘ thesis especially feedback focus, comparison, functions, suggestive
feedback in valence, clear feedback in clarity, and specific feedback. The medium contribution is indicated in general and inspiring in feedback tone. The low
contribution is shown in the positive, corrective and unclear feedback. There is no feedback contribution to the thesis development especially the negative, praise
and critique feedback. For the sources of feedback, there is high contribution from the
supervisors, medium contribution from the tutor and low contribution to the thesis development from the peers.
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
180
CHAPTER V CONCLUSION AND RECOMMENDATION
This chapter concludes the study referring to the two research questions presented in the introduction: a the nature of feedback in terms of feedback providers and
receivers, strategies, contents and sources in thesis writing supervision and b the contribution of feedback to the development of the
students’ thesis writing. The second part of this chapter presents recommendation for further researchers and
practitioners.
5.1. Conclusion
Based on the discussion presented in the previous chapter, the study found that feedback from the supervisors contributes to the developments of students’ thesis
writing. The degree of contribution of each feedback is as follows. Most of the feedback including those from the providers and receivers, the
strategies, contents and sources in thesis writing supervision contributes highly to the students’ thesis development. The thesis did not undergo changes dramatically
when feedback only dealt with the nature of the responsibility of supervisors and students as well as the relationship between them. This is unlike the case when the
supervisors’ interests matched the students’ topics. Supervisors would provide in depth and more comprehensive feedback, and students would receive them
accordingly. The thesis experienced major changes when feedback dealt with strategies,
especially in the modes, amount of content quality and individual feedback. On the other hand, the frequency of meetings and group audience has moderate
contribution to the refinement of students’ draft of thesis. As for feedback on writing mechanism contributes minor improvement, while the immediacy and
delay feedback did not influence the contribution.
