Article Per Year (5 Year)
p-Index From 2021 - 2026
1.513
P-Index
This Author published in this journals
All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Englisia Journal MEKANIKA - JURNAL TEKNIK MESIN Jurnal Educatio FKIP UNMA Bubungan Tinggi: Jurnal Pengabdian Masyarakat LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SOCIAL : Jurnal Inovasi Pendidikan IPS Jurnal Pemberdayaan Masyarakat Biodik: Jurnal Ilmiah Pendidikan Biologi
Sumantri, Agus
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Social Sciences Other

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Englisia Journal

 1 
Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback Murtiningsih, Sri Rejeki; Sumantri, Agus; Hidayatulloh, Sibakhul Milad Malik
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19318

Abstract

This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.
Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback Murtiningsih, Sri Rejeki; Sumantri, Agus; Hidayatulloh, Sibakhul Milad Malik
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19318

Abstract

This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.
Co-Authors Aniisah, Amiirah Anwar, Dede Aolia, Intan Badriah, Liah Baharuddin Ali, Baharuddin Citra Kurniawan Dwi Sulistyaningsih Dyah Utami, Deka Ernita Susanti Filiyani, Rosa Gadriaman, Gadriaman Gatut Prijo Utomo Hernawati, Diana Herwina, Wiwin Isani, Julia Jayusman, Iyus Komarudin, Nanang Makiyah, Yanti Sofi Mohd Nordin, Rumaizah Mumu Nana, Nana Nur Hudha, Muhammad Nurjamil, Dedi Nurshadrina, Najwa Oktiwanti, Lesi Priyo Wibowo, Priyo Purwati K Suprapto Rismawati, Noneng Sibakhul Milad Malik Hidayatulloh Sri Rejeki Murtiningsih Suniah, Cici Nabila Surahman, Ence Susilaningsih Susilaningsih, Susilaningsih Tri Utomo, Setyo Wahidin Wahidin