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
183
3 Contents
a. On the work v
b. On the self-regulation v
c. On the process v
Comparison
a. Norm-criterion reference
v
b. Criterion-reference v
c. Self-reference v
Functions a. Descriptive
v
b. Evaluative
v
c. Formative v
d. Corrective v
Valence a. Positive
v b. Negative
v c. Suggestive
v
Clarity
a. Clear v
b. Unclear
v Specificity
a. Specific v
f. General v
Tone a. Inspiring
v
b. Praise v
c. Critiques
v
The function feedback that includes: descriptions of strength and weaknesses of student performance in the forms of comments and suggestions,
evaluation of how well the learner has performed using check marks or coded symbols, and sugges
tions on the students‘ works Hattie Timperley, 2007, has high contribution
to the development of students‘ thesis both on the content quality and writing mechanism. The corrective feedback that provided corrections
of every error in writing mechanism contributes to the improvement of stude nts‘
thesis especially the writing conventions but has low contribution the thesis quality.
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
184 The positive comments in valence feedback that motivate, make students
aware of the work, and encourage students to keep in progress with the thesis writing contrib
utes to the development and completion of students‘ thesis. The negative feedback that is considered as punishment Brookhart, 2008, neither
makes students lose their motivation nor contributes to the development of thesis. The suggestive feedback that helps students take actions to revise the thesis,
contributes highly to the development of the students‘ thesis both on the content
quality and conventions. The clarity feedback that uses simple language and points out the locations
of the problems with the solutions Irons, 2007; Brookhart, 2008, p. 32, provides high contribution
to the development of students‘ thesis. The less clear feedback with symbols or codes such as interjections, question marks or
underlines without any comments or solutions on how to correct the problems, does not contribute anything to the development of thesis.
The specifity feedback that shows the problems and the locations of the problems Nelson Schunn, 2009 has high contribution
to the students‘ thesis development in terms of content quality and conventions, styles and tones. The
general feedback has medium contribution to the thesis development. The feedback tone that inpires and motivates students to work on their
thesis Nicol McFarlane-Dick, 2006, provides medium contribution to the development of students‘ thesis. Praising that increases the student‘s motivation
and confidence Brookhart, 2008, does not contribute to the development of students‘ thesis and critiques that may lose students‘ interest and motivation do
not have any effects on the contribution of students‘ thesis.
4.2.2.4. The contribution of feedback sources
Feedback sources include supervisors, tutors and peers. Table 4.9. shows the contribution of feedback sources that is classified into high, middle, low or no
contribution.
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
