ANALYSIS OF ORAL CORRECTIVE FEEDBACK BY ADVISORS ON STUDENTS’ ENCOURAGEMENT TO FINISH THEIR THESIS

Abstract

Oral corrective feedback plays an important role in students’ thesis development process. Corrective feedback in students’ writing is valuable and helpful for improving their thesis. This study attempts to investigate the types of oral corrective feedback given by advisors toward students’ thesis and how students’ perspectives. It is also to find out the attempts done the feedback given by advisors can encourage students to finish the thesis. This study applies a qualitative case study that uses observations and interviews as the technique of collecting the data. The data are taken from undergraduate students in English Language Education Department, Universitas PGRI Adi Buana Surabaya who write their thesis in 2021. Besides, there are four advisors and five students to be observed. The observation was conducted when advisors and students doing supervision. The interview was done with the students after doing the observation. The findings indicate mostly advisors focus on giving feedback on method, data collection, and data analysis in chapter 3. In this regard, explicit and recast oral corrective feedback were used by advisors to correct the errors. On the other hand, the students explore their good response to the feedback given, such as being easy to understand, motivating them to learn much more, and helping the students to write the thesis. Thus, oral corrective feedback contributes to the success of the students to write their undergraduate thesis well