Ansas, V. N., & Sukyadi, D. (2019). Source-based writing among undergraduate students: Students’ perspective and challenges. International Journal of Education, 11(2), 152-157. http://doi.org/10.17509/ije.v11i2.14757
Berkenkotter, C., Huckin, T., & Ackerman, J. (1991). Social context and socially constructed texts: The initiation of a graduate student into a writing research community. In C. Bazerman & J. Paradis (Eds.), Textual dynamics of the professions (pp. 191–215). University of Wisconsin Press.
Bourke, S., & Holbrook, A. (2013). Examining PhD and research masters theses. Assessment & Evaluation in Higher Education, 38(4), 407-416. http://doi.org/10.1080/02602938.2011.638738
Cooper, H. M. (1988). Organizing knowledge synthesis: A taxonomy of literature reviews. Knowledge in Society, 1(1), 104–126. http://doi.org/10.1007/BF03177550
Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: A step-by-step approach. British Journal of Nursing, 17(1), 38-43.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities’ Review, 61(2), 31–41. https://issuu.com/nteu/docs/aur_61-02
Dericks, G., Thompson, E., Roberts, M., & Phua, F. (2019). Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities. Assessment & Evaluation in Higher Education, 44(7), 1053-1068. https://doi.org/10.1080/02602938.2019.1570484
Dong, Y. R. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self-reports by students and their advisors from two U.S. institutions. English for Specific Purposes, 17(4), 369-390. https://doi.org/10.1016/S0889-4906(97)00054-9.
Emilia, E. (2009). Menulis tesis dan disertasi (Writing theses and dissertations). Alfabeta.
Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 1-13.
Holbrook, A., Bourke, S., Lovat, T., & Dally, K. (2004). Investigating Ph.D. thesis examination
reports. International Journal of Educational Research, 41, 98–120.
Holbrook, A., Bourke, S., Fairbairn, H., et al. (2007). Examiner comment on the literature review in Ph.D. theses. Studies in Higher Education, 32(3), 337–56.
Hart, C. (1998). Doing a literature review. Sage.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Holbrook A, Bourke S, Fairbairn H, et al. (2014) The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education 39(6), 983–1000.
Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. Pearson Education Limited.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83-101. https://www.doi.org/10.1017/S0261444806003399
Khoo, C. S. G., Na, J.-C., & Jaidka, K. (2010). Analysis of the macro-level discourse structure of literature reviews. Online Information Review, 35(2), 255-271.
Khoo, C. S. G., Na, K. J-C., & Jaidka, K. (2010). Analysis of the macro-level discourse structure of literature review. Online Information Review, 35(2), 255-271. https://doi.org/10.1108/14684521111128032
Kwan, B. S. C. (2006). The schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes, 25(1), 30-55. https://doi.org/10.1016/j.esp.2005.06.001.
Kwan, B. S. C. (2006). The schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes, 25, 30-55. https://doi.org/10.1016/j.esp.2005.06.001
Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267-281. http://doi.org/10.1080/03075070802049202
Lee, I. (2020). Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms. Journal of Second Language Writing, 49, 1-7.
Lee, M.-K. (2015). Peer feedback in second language writing: Investigating junior secondary students’ perspectives on inter-feedback and intra-feedback. System, 55, 1-10.
Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2), 183–196.
Mahanum, M. (2021). Tinjauan kepustakaan (Review of literature). ALACRITY: Journal of Education, 1–12. https://doi.org/10.52121/alacrity.v1i2.20
Marzali, A. (2017). Menulis kajian literatur (Writing a review of literature). ETNOSIA: Jurnal Etnografi Indonesia, 1(2), 27. https://doi.org/10.31947/etnosia.v1i2.1613
Paltridge, B. & Starfield, S. (2007). Thesis and dissertation writing in a second language: A handbook for supervisors. Routledge.
Paltridge, B. (2002). Thesis and dissertation writing: an examination of published advice and actual practice. English for Specific Purposes, 21(2), 125-143. https://doi.org/10.1016/S0889-4906(00)00025-9.
Paul, J., & Criado, A. R. (2020). The art of writing literature review: What do we know and what do we need to know? International Business Review, 29(4), 1-7. https://doi.org/10.1016/j.ibusrev.2020.101717
Powers, J. (1994). What faculty say about working with graduate ESL Writers. Paper presented at the Annual Meeting of Teaching English as a Second Language, Baltimore, MD, March, 1994.
Randolph, J. J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research, and Evaluation, 14. https://doi.org/10.7275/b0az-8t74
Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional
Science, 18(2), 119–144.
Shahsavar, Z., & Kourepaz, H. (2020). Postgraduate students’ difficulties in writing their theses literature review. Cogent Education, 7(1), 1784620. https://doi.org/10.1080/2331186x.2020.1784620
Smith, J. A. (2017). Textual analysis. The International Encyclopedia of Communication Research Methods, 1–7.
Starfield, S., Paltridge, B., McMurtie, R., Holbrook, A., Lovat, T., Kiley, M., & Fairbairn, H. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53–64. https://doi.org/10.1016/j.linged.2017.07.008
Surahman, E., Satrio, A., & Sofyan, H. (2020). Kajian teori dalam penelitian (Theoretical review in a research). Jurnal Kajian Teknologi Pendidikan, 3(1). http://journal2.um.ac.id/index.php/jktp/article/view/11272/pdf
Susetyo, S., & Noermanzah, N. (2020). Kemampuan dan kesulitan mahasiswa program studi Pendidikan Bahasa Indonesia Universitas Bengkulu dalam menulis proposal penelitian skripsi (The abilities and difficulties of students of Indonesian Language Education study program, Bengkulu University in writing an undergraduate thesis research proposal). Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing, 3(2), 182-201. https://doi.org/10.31540/silamparibisa.v3i2.1071
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
van-Rooij, E., Fokkens-Bruinsma, M., & Jansen, E. (2021). Factors that influence PhD candidates’ success: the importance of PhD project characteristics. Studies in Continuing Education, 43(1), 48-67. https://doi.org/10.1080/0158037X.2019.1652158
Walter, L., & Stouck, J. (2020). Writing the literature review: Graduate student experiences. The Canadian Journal for the Scholarship of Teaching and Learning, 11(1), 1-17. https://doi.org/10.5206/cjsotl-rcacea.2020.1.8295
Wangid, M. N., & Sugiyanto. (2013). Identifikasi hambatan struktural dan kultural mahasiswa dalam menyelesaikan tugas akhir (The identification of the students’ structural and cultural barriers in completing the final project). Jurnal Penelitian Ilmu Pendidikan, 6(2), 19-28. https://doi.org/10.21831/jpipfip.v6i2.4794
Yu, S., & Lee, I. (2016), Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461-493
Zhu, W. (2004). Faculty views on the importance of writing, the nature of academic writing, and teaching responding to writing in the disciplines. Journal of Second Language Writing, 13, 29-48. https://doi.org/10.1016/j.jslw.2004.04.004
- Abstract viewed - 98 times
- PDF downloaded - 94 times
Affiliations
Arif Husein Lubis
Universitas Pendidikan Indonesia
Ika Lestari Damayanti
Universitas Pendidikan Indonesia
Zakarias Sukarya Soetedja
Universitas Pendidikan Indonesia
Mahmud Layan Hutasuhut
Universitas Negeri Medan
How to Cite
A textual analysis of examiners’ feedback on the literature review in Indonesian doctoral candidates’ dissertation reports
Vol 12 No 2 (2023): August 2023
Submitted: Sep 9, 2023
Published: Aug 30, 2023
Abstract
Doctoral candidates’ ability to elaborate ideas and advance disciplinary scholarships is crucial in constructing well-grounded and comprehensive dissertation reports. To support the candidates, supervisors’ and examiners’ constructive feedback plays a pivotal role, as they are the gatekeepers of the quality of the dissertation reports. This paper reports on the investigation of two categories of feedback – content-focused and form-focused feedback examiners provided for several doctoral candidates’ literature review section in their dissertation reports at an Indonesian university. Nine review results from the fields of language and arts were collected and qualitatively analysed. A synthesized rubrics was used to analyse the excerpts of both feedback categories. The analysis results revealed that the examiners’ content-focused feedback emphasized the analytical aspect and relevance of a literature review. This was justified by the examiners’ suggestions to present an in-depth and wide discussion of the research variables and to highlight the contribution of the research to the advancement of knowledge in the field of study. In addition, their form-focused feedback highlighted the clarity of expressions and the mechanics in formulating the sentences. This paper ends with a proposal of developing the rubrics to capture the quality of the doctoral candidates’ literature review section more comprehensively.