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advanced levels of writing proficiency Leki, 2006. Feedback on the accuracy is relatively easy to be provided, but the problem is that we want to provide
feedback to improve more in student writing proficiency or more on text content, organization, or audiencepurpose Biber et al., 2011. It will become a challenge
for supervisors to provide more feedback on the meaning than accuracy.
2.2.6.1.2. On the process
This feedback is aimed at the process used to create a product or a complete task or at the processing of information, or writing process requiring understanding or
completing a task Hattie and Timperley 2007. This feedback concerns information about relations in the environment, relations perceived by a person,
and relations between the environment and the person‘s perceptions that need deep understanding Balzer et al., 1989. A deep understanding of learning
involves the construction of meaning and relates more to the relationships, cognitive processes and transference to other harder tasks Purdie, Hattie,
Douglas, 1996. In this process feedback, students need strategies to detect their own
errors. They can choose different error correction strategies that are more effective. Their engagement in error correction strategies depends on their
motivation to continue to pursue their goal or to reduce the gap between current knowledge and the goal Hattie and Timperley, 2007. Early et al., 1990, p. 103
suggests that ―using process feedback with goal setting appears to be a direct and powerful way of shaping an individual‘s task strategy, and using outcome
feedback is much less efficient way of shaping strategy‖ .
2.2.6.1.3. On the self-regulation
Self-regulation that involves interplay between commitment, control, and confidence addresses the way students monitor, direct, and regulate actions
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
37
toward the learning goal Hattie Timperley, 2007. It regulates autonomy, self- control, self direction, and self discipline. This regulation involves ―self-generated
thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goal Zimmerman, 2000, p. 14. Their self-regulation
becomes their self-monitor or self- assessment skills. When students have self- assessment skills they can evaluate their level of understanding, their effort and
strategies used on tasks their attributions and opinions of others about their performance, and their improvement in relation to their goal and expectations
Hattie and Timperley, 2007.
2.2.6.1.4. On the student personally
