Language Politeness in Written Feedback at Thesis Examination: Manifestation of Education Principles in Language Use
Keywords:
Language Politeness, Feedback, Principles of Education, Principles of LearningAbstract
This study aims to see the manifestation of educational principles in the use of language politeness in written feedback at the thesis exam. This study was a qualitative descriptive study of the phenomenon of language use, which was used to examine language politeness and the manifestation of educational principles. The data were in the form of written feedback from thesis exams conducted at eight universities in Indonesia. The subjects studied were 19 lecturers who examined students’ theses from eight selected populations. he correlation between language politeness in written feedback and implementation of educational principles. Language politeness is proven to be a manifestation of the principles of education, namely, education is equal, a lifelong learning process, a means to develop academic abilities, and a result of a person's learning experience. Apart from that, this study proves that through language politeness, lecturers can implement educational principles, namely humanism, humanization, humanities, and humanity, as well as learning principles, namely principles of contiguity, repetition, and reinforcement. Language politeness in written academic feedback is found to closely mirror the realization of educational values, thereby lending direct support for students’ motivation, autonomy, and emotional well-being. Practically, the results suggest the importance of enhancing feedback literacy among teachers and incorporating politeness strategies into academic ethics education, as well as establishing institutional language policies that promote constructive and polite written feedback. These actions work to ensure that feedback is not only a means of assessing students but also educating, directing, and motivating.
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