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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts)
Neni Marlina
Universitas Siliwangi
Education Languange, Linguistic, Communication & Media

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"MY FEELINGS": UNDERGRADUATE STUDENTS' EMOTIONAL RESPONSES TOWARDS SUPERVISORS' WRITTEN CORRECTIVE FEEDBACK IN THEIR THESIS WRITING Iis Trisdayanti; Neni Marlina; Nita Sari Narulita Dewi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1125

Abstract

This case study aims to discover the undergraduate students' emotional response towards supervisors' Written Corrective Feedback (WCF) in their thesis and examine its impacts on their thesis writing process. This research was conducted at one university in Tasikmalaya, West Java, Indonesia by involving three undergraduate students as the participants. Semi-structured interview was used to collect data then it was analyzed using thematic analysis from Braun Clarke (2006). The results revealed that the emotional responses felt by students included positive emotional responses consisting of acceptance of feedback, satisfaction, and feeling of happiness; and negative emotional responses consisting of rejection of feedback, dissatisfaction, distraction, frustration, disappointment, and sadness. Meanwhile, its impacts on their thesis writing process were improving undergraduate students' consciousness in writing thesis, enthusing to complete the thesis immediately, and discontinuing writing thesis for a certain period of time.
Reflective Practice in International Teaching Practicum: A Case Study of an Indonesian Pre-Service Teacher in Thailand Acep Gafar Auliya; Neni Marlina; Nita Sari Narulita Dewi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 2 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i2.2164

Abstract

This article reports a reflective practice conducted by a pre-service teacher in an international teaching practicum in Thailand. The focuses of the study are on the aspects that she reflects and the contributions of doing reflective practice on her teaching practices during the international teaching practicum since this program provides opportunities for her to learn from and about multicultural context. This case study collected the data from a pre-service teacher's written reflection and analyzed qualitatively using thematic analysis. The results of this study revealed that the pre-service teacher reflects on some key aspects namely teaching strategies, classroom management, and socio-cultural dimension. The study also discovered that her reflective practice contributed on her teaching practices such as in providing appropriate teaching strategies based on students' needs and characteristics, eliminating classroom management issues, and raising her awareness on cultural differences between her and her students. In the end, the contribution of this study is to facilitate the pre-service teachers' development on reflective competence as a means of building teachers' professional development. Keywords : International Teaching Practicum, Pre-service Teacher, Reflection, Reflective Practice 
Co-Authors Acep Gafar Auliya Iis Trisdayanti Nita Sari Narulita Dewi Yusup Supriyono