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All Journal Journal of Language and Literature SEEIJ (Social Economics and Ecology International Journal)
Widyasari, Yessi
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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CONTEMPORARY PRACTICES OF INDIRECT WRITTEN FEEDBACK IN HIGH SCHOOL CONTEXT Widyasari, Yessi; Perdani, Yella Dezas; Rahmi, Gita
Journal of Language and Literature Vol 9, No 1 (2021)
Publisher : Universitas Gunadarma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35760/jll.2021.v9i1.3996

Abstract

Indirect written feedback is crucial to be conducted since errors are unavoidable in the process of writing. However, many studies have been undertaken in university contexts. Thus, this qualitative case study was carried out to examine a teacher's indirect written feedback practices in senior high school context. The data were obtained from observations, document analysis, and semi-structured interviews through purposive sampling. The findings revealed that coded feedback was mainly used, supplemented by uncoded feedback and commentary. These imply that the coding system is effective in guiding the students to be problem solvers and independent writers. However, the teacher's inconsistency in giving codes emerged because of the use of a large number of codes. Thus, it is suggested to reduce the number of codes and provide sufficient activity to increase students' understanding of the codes. The results of the study are significant to help teachers adjust appropriate methods to teach writing. The results also give long-term benefits for the development of students' writing ability. For further research, it is important to analyze the effect of indirect written feedback strategies on the students' revisions as well as students' preferences on these strategies.
TEACHER PROFESSIONAL DEVELOPMENT: PREPARING GRADUATE STUDENTS TO HAVE 4C SKILLS IN FACING INDUSTRIAL REVOLUTION 4.0 Perdani, Yella Dezas; Gita Rahmi; Widyasari, Yessi
SEEIJ (Social Economics and Ecology International Journal) Vol. 9 No. 2 (2025): October
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/seeij.v9i2.13755

Abstract

There were several problems faced by the teachers in the community, including how to prepare the students to face the Industrial Revolution 4.0. Hence, the community activity aimed at informing the teachers to prepare their students with industrial revolution 4.0 skills including critical thinking, problem-solving, communication, collaboration, creativity, and innovation skills to face the industrial revolution 4.0. The research used community-based research to arrange the activity from the beginning until the end. Qualitative research was also used in the research design. There were 37 teachers as the participants in the research, and the data collection technique used was observation. There were three main findings of the research. First, it was found that the participants were engaged in the activity. Second, the teachers also discussed each other during the activity. Third, the teacher gave good feedback on the activity, including the materials and presenters. The findings indicated that the activity significantly enhanced the teacher engagement, collaboration, and feedback during the activity that emphasized the materials importance in enhancing professional development and equipping them to prepare their students in facing industrial revolution 4.0 era.
Co-Authors Gita Rahmi Perdani, Yella Dezas Rahmi, Gita