Action Research on the Corrective Feedback Provided in a Korean Class

Abstract: Student plagiarism in higher education is widespread and presents a growing concern for faculty and administrators who are intent on upholding academic integrity. However, a myopic view of plagiarism as a purely ethical issue is misguided. It is not always simply a deliberate attempt to deceive. Through the involvement of students in an introductory MBA course, this case study uses an action research approach to explore student perceptions of the challenges of avoiding plagiarism in academic writing, the appropriateness of plagiarism penalties, and the value of corrective feedback on penalty-free writing assignments. It also offers a practical example of how discipline-based faculty can incorporate plagiarism education into their curriculum.

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Utilizing Classroom Action Research in Indonesian Tertiary Students’ English Speaking Class

JET ADI BUANA ◽

10.36456/jet.v5.n01.2020.2213 ◽

2020 ◽

Vol 5 (01) ◽

pp. 17-30

Author(s):

Imelda Gozali

Keyword(s):

Action Research ◽

Error Analysis ◽

Research Methodology ◽

Corrective Feedback ◽

Spontaneous Speech ◽

English Department ◽

Learning To Read ◽

Different Types ◽

English Speaking ◽

Classroom Action Research

Proficiency in productive skills, most notably speaking, has been commonly regarded as a gauge of success in learning English. It is of no surprise that many non-English department colleges include English speaking classes, apart from general, grammar-based lessons, in the list of their general basic subjects (mata kuliah dasar umum). The writer has been teaching such English speaking class for three years in a tertiary institute in Indonesia. In the course of it, she noted several frequently-committed errors of her students, and was therefore interested in analyzing them and to study the most appropriate way to address them. There has been scant literature available on Error Analysis (EA) on spontaneous English speech of Indonesian students, let alone the ways to improve the speech through Corrective Feedback (CF). To address this gap, the writer used Error Analysis to group and classify the errors committed, and then gave Corrective Feedback during free, spontaneous speech of the students, in order to try to remedy the errors committed during the speaking classes. The CF was further divided into peer- and teacher-correction, who in turn used different types of feedback (recast, repetition, direct and indirect). The study was carried out using Classroom Action Research methodology, with 80 students as the subjects. The ‘plan’ stage comprised the EA execution, and the CF constituted the ‘act’ stage. In the ‘observe’ and ‘result’ stage, the writer concluded that teaching Basic Phonics, which is usually taught to children when learning to read, might be necessary to improve students’ pronunciation. Students were also receptive to CF from the teacher and could retain some feedback given by their peers.

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Integrating Peer – Teacher Corrective Feedback in Writing Instruction in a Private Teachers College in Nagekeo – East Nusa Tenggara

ACITYA Journal of Teaching & Education ◽

10.30650/ajte.v2i1.533 ◽

2020 ◽

Vol 2 (1) ◽

pp. 19-33

Author(s):

Simon Petrus Kita Ngatu

Keyword(s):

Action Research ◽

Writing Instruction ◽

Corrective Feedback ◽

Preliminary Observation ◽

Study Program ◽

Teachers Colleges ◽

Teachers College ◽

Field Notes ◽

Classroom Action Research ◽

Writing Tests

This article aims at describing the process of applying the model of integrating peer-teacher corrective feedback in order to improve writing instruction in one of private teachers colleges in Nagekeo – East Nusa Tenggara. The research was designed by employing a Classroom Action Research (CAR) which was conducted within two cycles. The process of the research embraced a preliminary reflection, planning, actions, observations, and reflections. The research was conducted in one of the private teachers college in Nagekeo – East Nusa Tenggara and the participants of the study were the second semester students of English Study Program. They consisted of six students. The data were collected through a preliminary observation, interviews, writing tests, and field notes. The research was guided by several prominent studies under the issues of corrective feedback. Based on the data obtained, this study has identified that the implementation of peer – teacher corrective feedback improved the writing instruction in one of the private teachers college in Nagekeo – East Nusa Tenggara.

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