Tujuan dari penelitian ini adalah untuk mengeksplorasi feedback dialogis selama pengawasan penulisan makalah. Oleh karena itu, empat pertanyaan penelitian utama telah ditarik untuk penelitian ini adalah: (1) Apa fitur feedback dialogis yang hadir selama supervisi penulisan makalah di program doktor? (2) Bagaimana mahasiswa doktoral berpartisipasi dalam feedback dialogis selama supervisi penulisan makalah? (3) Kendala apa saja yang dihadapi mahasiswa doktoral dalam feedback dialogis selama supervisi penulisan makalah? (4) Bagaimana mahasiswa doktoral menindaklanjuti hasil dialogis feedback selama supervisi penulisan makalah?.

Penelitian ini menggunakan pendekatan kualitatif untuk mengetahui implementasi dialogic feedback yang terjadi selama supervisi penulisan makalah bagi mahasiswa program doktor. Subjek penelitian ini adalah delapan mahasiswa program doktor di salah satu Perguruan Tinggi di Surabaya, Jawa Timur, Indonesia. Untuk memperoleh data dilakukan observasi video dan wawancara online. Langkah-langkah untuk menganalisis data adalah 1.) Mempersiapkan dan mengorganisasikan 2.) Coding, dan 3.) Interpreting. Pada tahap observasi, peneliti mengumpulkan data dari lembar observasi dan transkrip interaksi mahasiswa doktoral dan dosen. Sedangkan pada tahap wawancara, peneliti mengumpulkan data dari transkrip hasil wawancara.

Temuan mengungkapkan bahwa (1) empat fitur hadir dalam umpan balik dialogis: pemeliharaan dialog umpan balik, kesempatan bagi siswa untuk mengekspresikan diri, dukungan emosional dan relasional, kontribusi yang lain untuk pertumbuhan individu; (2) partisipasi mahasiswa doktoral dalam dialogic feedback hadir dalam dua jenis; keterlibatan aktif dan keterlibatan moderat selama proses umpan balik dialogis; (3) kendala yang dihadapi siswa dalam umpan balik dialogis meliputi: dimensi sosial-afektif (persepsi berbeda, kebingungan) dan dimensi struktural (kesulitan terkait dengan tugas topik). Namun, mereka mengatakan bahwa mereka bisa mengatasi kendala dengan menanyakan langsung penjelasan dosen; (4) siswa menindaklanjuti hasil umpan balik dialogis dengan menanggapi komentar dan membuat perubahan dalam draf.

The purpose of this study is to explore dialogic feedback during paper writing supervision. Therefore, four main research questions have been drawn for this present study are: (1) What features of dialogic feedback are present during paper writing supervision in a doctoral program? (2) How do doctoral students participate in dialogic feedback during paper writing supervision? (3) What obstacles doctoral students face in dialogic feedback during paper writing supervision? (4) How do doctoral students follow up the results of dialogic feedback during paper writing supervision?.

This study used a qualitative approach to investigate the implementation of dialogic feedback took place during paper writing supervision for doctoral students. The subject for this study was eight doctoral students in one of Universities in Surabaya, East Java, Indonesia. To gain the data, video observation and online interviews were conducted. The steps for analyzing the data were 1.) Preparing and organizing 2.) Coding, and 3.) Interpreting. In the observation stage, the researcher collected the data from the observation sheets and the transcripts of the doctoral students and lecturer interaction. Meanwhile, in the interview stage, the researcher collected the data from the transcripts of interview results.

The findings revealed that (1) four features were present in dialogic feedback: maintenance of the feedback dialogue, opportunities for students to express themselves, emotional and relational support, the other’s contribution to individual growth; (2) doctoral students’ participation in dialogic feedback were present in two types; active engagement and moderate engagement during dialogic feedback process; (3) obstacles faced by students in dialogic feedbacks covers: social-affective dimension (different perceptions, confusion) and structural dimension (difficulties related with the topic task). However, they said that they could overcome the obstacles by directly asking the lecturer’s explanation; (4) students followed up the results of dialogic feedback by addressing a comment and making changes in a draft.

The results from this study demonstrated that dialogic feedback approach has important roles in students’ learning. Moreover, the findings of this study contribute as new insight for teachers or lectures to emphasize the use of dialogic feedback during giving feedback in the teaching and learning process, especially in Indonesia educational setting or in a similar EFL context.