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All Journal Pendidikan Multikultural Journal of Teaching and Education for Scholars
Aswati, Dewi
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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The Perlocutionary Effect of Teachers’ Oral Corrective Feedback in Multigenerational EFL Classroom Aswati, Dewi; Shalihah, Andi Musfiqah; Amin, Fatimah Hidayahni; Sakkir, Geminastiti
Journal for Teaching and Education for Scholars Vol 2 No 1 (2025): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i1.214

Abstract

This study investigated the emotional responses of EFL learners from different generational cohorts- Generation Z, Millenial, and Generation X- toward oral corrective feedback (OFC) provided by a Millennial lecturer in an online classroom.  Rooted in speech act theory, particularly the concept of perlocutionary acts, the research explores how teachers’ feedback is emotionally received, interpreted, and responded to by learners of varying age groups. A qualitative approach was employed, involving observation of a Zoom-based English class and in-depth semi-structured interviews with nine selected students representing the three generations. Data were analyzed thematically using Miles and Huberman’s framework. The findings reveal five primary emotional responses to OFC: anxiety, embarrassment,  motivation, appreciation, and discomfort. While Generation Z expressed higher sensitivity and nervousness, especially in response to public or explicit correction, millennials generally viewed direct feedback as constructive. Generation X preferred reflective feedback forms such as elicitation. These varied emotional reactions demonstrate that the perlocutionary effects of OFC differ based on generational identity, learner preferences, and the classroom setting. This study highlights the importance of generation-aware and emotionally responsive feedback practices in EFL instruction, particularly in online learning environments with limited non-verbal communication. It contributes to the affective dimension of corrective feedback research by emphasizing how feedback not only corrects linguistic errors but also impacts learner emotion, engagement, and motivation.
The Influence of Multicultural Education on Tolerant Attitudes of Elementary School Students Literature Study -, Almira chandra lalita; Zakiah, Linda; Rafli Haikal, Deffa; Aswati, Dewi
Jurnal Ijtihad Vol 8 No 1 (2024): PENDIDIKAN MULTIKULTURAL
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v8i1.21579

Abstract

ABSTRACT Multicultural education in elementary schools is a concept that presents multicultural values in learning to develop national character and minimize conflict in various regions. The purpose of writing this scientific article is to find out how multicultural education influences the tolerance attitude of elementary school students. This research was carried out using research. qualitative, literature study or literature research. The data taken comes from research that already exists on the internet. The results of the research show that multicultural education has a positive impact on the tolerance attitude of elementary school students. The conclusion is that multicultural education has an influence on the tolerance attitude of elementary school students. Keywords: Multicultural education, Tolerance, Literature Study
Co-Authors -, Almira chandra lalita Amin, Fatimah Hidayahni Geminastiti Sakkir Linda Zakiah Rafli Haikal, Deffa Shalihah, Andi Musfiqah