How Do I Handle My Supervisor's Feedback in Research Writing: A Survey Study

Amira Wahyu Anditasari, Siti Kholija Sitompul

Abstract


While the importance of feedback for establishing writing goals has always been supported, students' strategies and feelings for handling feedback on their writing have yet to become more prevalent in an investigation. Accordingly, this study aims to uncover students' efforts to act cognitively and feelings to deal mentally with the feedback for their research writing. Using a cross-sectional survey, this study took 59 master’s students who composed a thesis from three different universities in Java, Indonesia. This type of survey appropriately revealed an investigation at one time from diverse participants through a five-scale questionnaire: containing fifteen questions. The questionnaire was distributed online and analyzed quantitatively. The results initiated two prominent results regarding the effort and feeling of handling feedback. First, the efforts that master’s students executed were accepting and taking note of the feedback, clarifying it to the supervisor, doing self and peer correction, and incorporating the feedback into their writing. Second, a greater number of students felt excited about accepting both positive and negative feedback. Nonetheless, in dealing with the negative ones, they alternated their feelings into motivation. This study, additionally, grants a frame of an overview of how students voice feedback and consider writing pedagogy for further improvement. Finally, we suggested future researchers deeply investigate students’ experiences regarding their hindrances in understanding feedback.

Keywords


feedback; research writing; students’ efforts; students’ feelings

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References


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