CHAPTER I
INTRODUCTION
1.1 Background of the Research
According to KTSP 2006, one of the standards competence of teaching English of speaking skill to first grader students of senior high school is to make students able to express the simple instruction and information in their daily life context. In this case, students should be able to know how to use the language. Therefore, to be successful in learning English, the students need to get opportunity to practice and use the language actively.
The facts stated above demands a responsibility of teacher. Harmer (2002)
states that a teacher has to be a good controller to maintain the quality of language use in the classroom. The teacher should pay attention to his/her way when talking to the students and his/her manner when interacting with them.
Relating to the role of teacher as a controller in the classroom, the teacher may use several strategies to control the students’ language use. Hunt and Touzel (2009) suggest that one of the ways to control the students’ language use
controls the students’ performance on tasks and providing feedback on how
well tasks have been completed.
In teaching speaking, the teacher’s feedback is required by the students to make them know their speaking ability and to motivate them to learn better. There are several researchers who have conducted the studies related to feedback in teaching speaking. Kayi (2006) states that teacher is not recommended to correct students’ pronunciation while they are speaking. While they are speaking,
it is better for the teacher to observe and note some important information about students’ performance. After students finish their speaking, teacher can
give feedback immediately.
In addition, Saito and Lyster (2010) conducted a study on the effect of
corrective feedback on L2 pronunciation. Based on his study, it is important that teacher can immediately give feedback about students’ performance so the students can know and practice the correct form in response to their teachers’ model. They also emphasize that after students finish speaking, teacher should immediately give feedback. They found that there was a significant result and a beneficial effect on students’ pronunciation development
after the students receive corrective feedback.
In relation to the feedback in teaching speaking to young learners, the teacher is not necessary to respond to all errors in correcting students’
(Cameron, 2001).
Moreover, Cameron (2001:212) adds that it is better for teacher to deliver
feedback in foreign language. It helps young learners learn the phrases that they can use with their friends.
In short, the teachers need to give young learners constant and supportive
feedback on their learning. The feedback helps young learners to understand how to control their own learning and progress.
However, the teacher’s lack of understanding the nature of feedback
makes the feedback ineffective to improve students’ learning progress. Most teachers often think that feedback is given to students who make mistake to correct their mistakes. In fact, feedback can also be given to motivate students to do better and to praise students for doing something good. Based on study conducted by Hunt and Touzel, 2009:25), they state that teachers, who
regularly give feedback to the students regarding the accuracy and the appropriateness of their work, have higher-achievement students. The
feedback not only result in increasing students’ achievement but also in increasing
students’ motivation.
reflect students’ effort and attitude rather than the actual learning that had
occurred.
Even though, feedback is important in enhancing students’ achievement, the study in the feedback field has not well conducted. Thus, this study is important to explore how the feedback are given by teacher to the students in teaching speaking and the students’ responses toward the teacher’s
feedback. In short, this study is expected to give a brief description about the use of feedback by the teacher.
1.2 Research Problems
This research has formulated the problems in the form of the following research questions:
1. How are the feedbacks given by the teacher in teaching speaking? 2. What are the students’ responses toward the teacher’s feedback used in
teaching speaking?
3. What are teacher’s and students’ perception toward feedback used in teaching speaking?
1.3 Research Objectives
Based on the research problems, the objectives of the research were formulated as follows:
1. To find out how the feedback are given by the teacher in teaching speaking.
teaching speaking.
3. To find out teacher’s and students’ perception toward feedback used in
teaching speaking.
1.4 Limitation of the Research
This research focuses on finding out how the verbal feedback are given by the teacher to the students in teaching speaking in senior high school based on
Tunstall and Gipps typology. The feedback are focused on three speaking aspects: pronunciation, comprehension, and vocabulary. It also explores the students’
responses toward the teacher’s feedback to see the effectiveness of teacher feedback is percieved by the students.
1.5 Uses of the Research
The writer expected that the research result can be used as: 1. Theoritical Use
a. This result of the research is expected to used as one of the references for other researchers who will conduct the same object with different
perspectives
b. The result of this research is expected to enlarge the scope of knowledge about the teacher’s feedback used.
2. Practical use
1.6 Clarification of Key Terms
To avoid misinterpretation in understanding this study, it is important to clarify the following definitions of key tems.
Teacher’s Feedback
Teacher feedback refers to the teacher’s verbal and nonverbal responses or action
in which he/she provides information to his or her students regarding their ideas or actions (Tunstall & Gipps, 1996).
Teaching Speaking
Teaching speaking refers to the teaching students to be able to express and how to use the language (Nunan, 2003).
CHAPTER II
THEORETICAL FRAMEWORK
2.1 The Notion of Speaking
In language teaching, we often talk about the four language skills (speaking, listening, reading and writing) in terms of their direction. Brown (2001) states that language which is generated by the learners (in either speaking or writing) is considered productive, and language directed at the learners (in reading or listening) is known as receptive language.
Thus, speaking is the productive skill and is very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the students in school and success later in every phase of their life. It is believed that speaking skill is a measurement of knowing a language. The more understand the better fluently they will be.
them information. They also can ask them to do something for them. According to Bailey (2005) speaking is a process of interaction where speakers intend to build meaning through producing, receiving and processing information.
Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998). In line with the statement above, Kartimi (1986) state that speaking is the ability in using oral language to explore idea, intention, thought and feeling to other people as a way to make the hearer can understand the message clearly.
In sum, speaking is a way to convey information, idea, thought or feeling to others. However, people may implement speaking in different ways. Hence, it is necessary to know the types of speaking.
2.1.1 Types of Speaking
People speak to extend their ideas either in discussion or only in the transmission of ideas without any responses. According to Brown (2001) there are two types of speaking. They are will be described by the diagram below:
Types of Speaking (Brown: 2001)
Dialogue Monologue
Types of speaking are used to establish the way of someone in transferring their ideas. The circumstance or situation can influence the outcome of communication, whether the ideas can be presented well or not. Therefore, everyone should have the ability of speaking appropriately by knowing the characteristics of speaking.
2.1.2 Characteristics of Speaking
Harmer (2001) presents some elements in spoken language. First, is connected speech. It means that good speaker can sound not only the individual word correctly but also the sounds of word to each other.
Second is an expressive device. It means that speakers can use pitch, stress of particular parts of utterances in appropriate way to show their feeling. Third is lexis and grammar. It means that speaker should use the appropriate phrases depending on the language function such as a job interview. Last is negotiation language. It means that speaker can create the effective speaking from negotiator language to get clarification and to display the structure of our talking.
2.1.3 Speaking Aspects
People tend to grade a person who has good speaking ability from their pronunciation. Meanwhile, according to Brown (2001:406) there are 6 aspects of speaking proficiency. The aspects are pronunciation, vocabulary, fluency, comprehension, grammar, and task.
2.1.3.1 Pronunciation
In speaking aspect, pronunciation is viewed as the crucial part (Brown,2001). Teaching pronunciation in the class helps students to be able to understand the language they hear and to make they understand.
In speaking skill, students are expected to be able to alter native-like
pronunciation, yet the students may have difficulty in producing or understanding it. Therefore, they need to be given feedback on their pronunciation to make them know whether have pronounce the word well or still need correction.
2.1.3.2 Vocabulary
In indonesia, English is foreign language for students. This demands the teacher to
introduce the vocabularies that are relevant to students‟ need. It is because
vocabulary serves as the major resource of language use (Cameron,2001).
words of a foreign language, the students will be easier to communicate with other people using that language.
2.1.3.3 Fluency
The third aspect of oral proficiency is fluency. Nunan ( 2003 as cited in Kayi, 2006) defines fluency as a state in which person can use the language quickly and confidently with few unnatural pauses. It means that the students also have to be to speak English quickly and confidently.
2.1.3.4 Comprehension
In speaking skill, comprehension is viewed as the students‟ ability to understand the questions, statements, and conversation (Brown, 2001). Someone is said to have good comprehension, if she/he is able to understand any topic of conversation at normal rate of speech.
2.1.3.5 Grammar
Grammar relates to the structural form of English. In speaking skill, Brown (2001) states that someone who has good grammar is viewed as the person who is able to use the language with sufficient structural accuracy in both formal and informal conversation.
2.1.3.6 Task
In this aspect, someone is said to master the task aspect if she/he is able to
person is also able to respond to the conversation in unfamiliar situation. In short, the speaking proficiency of her/him is equivalent to native speaker.
Futhermore, Cameron (2001:230) emphasizes that there are three aspects in assessing oral language skills of young learners. The three aspects are vocabulary, discourse, and grammar. Vocabulary includes the ability in understanding meaning, recalling, choosing, and pronouncing the words and chunks accurately and appropriately. Discourse aspect relates to the ability in talking fluency, understanding discourse in sentence level, and producing extended discourse. The last aspect is grammar; it includes the ability in recognizing the complex clause and phrase, using grammar accurately, and producing morphology and syntax accurately.
From those three aspects, this research only focuses on feedback toward three speaking aspects, pronunciation, comprehension, and vocabulary.
In learning speaking, the students‟ speaking performance can be correct and incorrect. According to Suherdi (2010), in responding to the instruction,
2.1.4 Speaking Difficulties
A good deal of EFL learners still believe that speaking is the hardest one to be master. Pinter (2006) states that speaking fluently and accurately is the hardest thing to do by the students because they should think and speak at the same time. Moreover, Brown (2001, 270-271) presents several aspects which mentioned the seven items, they are, first, clustering, fluent speech is phrasal, word by word. Learners can arrange their output both cognitively and physically through such clustering. Second, redundancy, the speaker has an opportunity to make meaning clearer through the redundancy of language. Learner can capitalize on this feature of spoken language, third, reduced forms, there are some special problems in teaching spoken language such as
construction, elisions, reduced vowels, etc. somehow, teachers need to find out the solve of the problems including teach students about colloquial construction. Fourth, performance variables, one of the advantages if spoken language is the process of thinking as the speaker speaks allow him/her to manifest a certain number of performance hesitations, pauses, backtracking and correlations.
Fifth is colloquial language. It is better for teachers to use a colloquial language in teaching and learning process. It allows students to follow and use it in their daily conversation. Sixth, rate of delivery, one of the important
characteristics of fluency is rate of delivery. One important task in teaching English is to help students achieve an acceptable speed along with other
On the other hand, those difficulties influence the quality of communication, whether the students can cover or minimize the difficulties or not. Thus, teachers should find the best method in teaching speaking to overcome such difficulties by understanding the principles of teaching and learning speaking beforehand.
2.2 Teaching Speaking
Nowadays, the goal of teaching speaking should improve students‟communicative
skills because students can express themselves and learn how to use a
language (Kayi, 2006). According to Nunan (2003), teaching speaking means that teaching students to be able to speak the language. This means that teacher should teach the learners to be able to speak fluently and has good pronunciation. The teacher also has to be able to use the appropriate words and use it
confidently. By having good speaking ability, the teacher can teach speaking to the students well.
Teaching speaking to young learners is different teaching speaking to adult learners since they have different needs and characteristics. It demands the teacher to apply the appropriate method in teaching speaking to young
learners. One of young learners‟ characteristics is they repeat exactly what they
Kayi (2006) states that while teaching oral language, English language teachers should do some guidance such as involving every student in every activity, reducing the teacher talk and giving students more time to speak in the class, diagnosing the problem faced by the students, and providing
feedback to the students.
By noticing the guidelines, the teacher can recognize the students‟ ability and know which students who have difficulty in speaking. Those problems can be reduced by providing the students more opportunities to practice the spoken language and providing feedback toward students‟ speaking.
In relation to the teacher‟s feedback, the teachers should consider the
appropriate feedback in each circumstance. The teacher should also consider the appropriate feedback to be given for each student in order to avoid the negative effect of feedback toward students.
2.3 The Nature of Feedback
In teaching English, the teachers have to consider many aspects affecting the result of teaching-learning process. The teachers should also be able to choose the right and appropriate method in presenting the material, supporting, and assisting students in the learning process. It is important because those activities can
In education field, the source of feedback can be derived from teacher, students or even from themself. The present study only focuses the research on feedback from teacher. In brief, this research deals with the
teacher‟s feedback toward the students‟ performance.
There are many definitions and opinions about feedback. Feedback is
viewed as the teacher‟s response both verbal and non-verbal that contains information between the actual level and the goal level to his or her
students regarding their performance or ideas. Taylor and Nolen (2008) states that the effective feedback should also close the gap between actual performance and goal performance. The gap can be closed by enabling the learner to acquire a concept of the standard or goal, compare the actual level of performance with the standard, and engage in appropriate action.
The statements show that feedback should contain information about why the teacher gives the feedback. By knowing the information, the students will
perceive it positively and it will motivate them to learn better. If the information or the reason is not delivered appropriately, the students will view it negatively and even reject it. For the purpose of the study, feedback are viewed as
teacher‟s information toward the students‟ ideas or performance in which the
students can confirm, restructure, or even reject it.
The statements also show that feedback are important in teaching and
also result in increasing students‟ motivation, Hunt & Touzel (2009) state that feedback is useful to increase students‟ achievement and students‟
motivation. Moreover, feedback are also important in promoting learning (Hunt & Touzel, 2009).
In relation to promoting learning, the feedback given may demand the students to explore a new knowledge and it let them think and accelerate learning. Feedback cause the students to be creative and think critically to let them learn what teacher hopes for his/her students.
2.3.1 The Type of Feedback
There are several types of feedback. Different types of feedback can give different results and its effectiveness depends on it. The types can be classified based on its typology (Tunstall & Gipps, 1996:395-401), its focus (Hattie & Temperley, 2007:89-97), and its timing (Hunt & Touzel, 2009:123).
Table 2.1 Tunstall and Gipps’ (1996:4, as cited in Knight, 2003:6) Feedback
Typology
The typology is described as below:
1. A1: Rewarding - rewards/reinforcement
This type is the most positive of evaluative feedback. This type of feedback
expresses teacher‟s desire to give reward toward students‟ effort in work or
behavior.
Symbols: smiley faces, stickers, stars, commendations, badges; 'You'll get a little frog'; 'beautiful work'.
Treats: being allowed to sit in the big chair; going out to lunch first.
Recognition of child's performance by a wider audience: being given a clap; work seen by the headteacher.
2. B1: Approving-verbal and non-verbal
B1 was feedback which was of an overall evaluative kind and was positive. B1 linked with the normative in relation to educational and social values; when
teachers judged that children were achieving in work or behaviour beyond that which they might have expected, B1 seemed to be the expression of that judgement. This feedback is the warm expression of teacher approval of the child's work or engagement. B1 quite often led on to rewards (Al) but was often a reward in itself.
a. Non-verbal
Touch: when Curtis was congratulated on his maths work, Miss X held his arm and touched his face.
Facial expression: 'If you want to give them positive feedback and praise them you smile a lot ... it's sort of non-verbal, positive strokes, whatever you like to call it.'
Use of ticks.
b. Verbal
Personal feelings: 'I'm very pleased with you.'
Use of endearment: 'Doesn't matter, sweetheart, that's fine.' Use of labels: 'Brilliant ideas, the ideas person.'
Use of comparisons: 'I think in fact this is probably the best one I've seen so far, that's wonderful.'
Importance of effort: 'You're growing up, aren't you and you're trying very hard.'
3. C1: Specifying attainment-specific praise, use of criteria
This is the teacher‟s feedback which is categorized into descriptive that in identified in a specific way of successful attainment. Cl was feedback which the project teachers used to provide information about what they considered to be the basis of competence. They used this feedback in identifying and labelling the successful compo-nents of attainment. Cl seemed to be strongly linked with the mastery of small steps in learning. Cl also seemed to be a part of teachers' clear expectations for work or behaviour since this type of feedback was often given in relation to a 'model' of some kind that the teacher provided and discussed
As with the evaluative types of feedback, in Cl the interaction appeared to be mainly unidirectional: from teachers to children. For example:
Identification of a range of specific criteria for success:
'This is extremely well explained. If Christopher tells this to somebody else who hasn't seen the experiment, then I'm sure they'll know exactly what happened'; 'You used some words that you didn't know about, and some description words, you're doing really well'; '... you've got four different types of fruit, one in each of the glasses and you've tried to write a word underneath'.
Providing models as a basis:
'We will ... try to write a sentence together with everybody helping with spelling.'
'Good girl, "a" "t", "at". If you put that sound there, you can make lots of small words-if you put a sound in front of the "at".'
4. D1: Construction achievement
Teachers sometimes deliberately adopted the role of equal learners in the classroom. With this type of feedback they drew the child into explaining or demonstrating achievement using the child's own work more extensively than in Cl. 'Construct-ing achievement' feedback also seemed to draw on and develop children's own self-assessment to a greater extent. With Dl, as with D2, children's 'voice' could be heard more than in any other type of feedback. Children seemed to move (a little) from recipients to active participators and to be seen, through teacher articulation, to be thinking, doing, expressing and making choices. For example:
Feedback which enables the child to draw comparisons between present achievements and previous work: The teacher said 'A lovely story' and then asked Hannah 'Are there any improvements in this story from the one you wrote before ?' Hannah said, 'More interesting words' and together they identified 'beautiful' and 'luckily'. The teacher then said, 'What else have you done that's very good?' They both agreed a good setting, question marks and (teacher pointed) punctuation.
throw up and catch with one hand-good, well done, perhaps if you practise that Samuel, you'll get a little bit better.'
Teacher joining in as a 'learner' in an activity.
5. A2: Punishing-negative comment, punishments
A2 is evaluative feedback at its most negative. A2 is feedback which teachers provided to signify complete disapproval. When A2 was used the norms of what was judged to be acceptable had been transgressed. Whatever form A2 took, the purpose seemed to be to stamp out whatever was considered unsatisfactory. This feedback was often related to physical action of some sort, either on the part of the teacher or of the child: the teacher was most likely to move towards the child to take action; the child was commonly moved to another place or sent out of the classroom.
Teachers used symbols of disapproval in a minor way in this sort of feedback; 'sad faces' were sometimes used but this was rare. A2 was accompanied by the most emphatic aspects of non-verbal feedback identified in B2. For example:
Removal from social contact: 'Go and sit downstairs on your own.'
Being deprived of something child enjoys: 'You're not going to go out to play until you've done more work than that.'
Destruction of work: 'There are occasions when I have been to known to lampoon a child for a piece of work and then ... publicly rip it up and bin it.' Removal of other children as friends: 'David, you're stopping your group
from going out because you're talking.'
6. B2: Disapproving
Teacher feedback B2 is of an overall evaluative kind and is negative. It links with the normative in relation to educational and social values; where the norms are judged to be contravened, B2 is the expression of that judgement. B2 sometimes led on to punishment (A2) for the child but the feedback often stood as a
punishment in itself. This is the feedback which teachers give when they consider the child to be at fault; it is provided for behaviour and work, particularly where lack of effort or concentration is considered to be the cause of poor performance. B2 is rarely used about a child's work when the teachers believe that a child has tried.
This type of feedback was often strongly related to the general expression of personal feelings of disapproval by the teachers. B2 feedback appeared to aim to be corrective mainly of children's social skills and attitudes and the more conative aspects of their learning. The corrective approaches took the form of explicit sentiments of disappointment and annoyance on the part of the teachers; these were sometimes linked with disapproving statements,which might have embarrassed, humiliated or frightened the child. For example:
a. Non verbal negative feedback:
Facial expression: 'They know my look. Eyebrows will be raised or lowered, or I will look aghast at something.'
Voice modulation: 'Children, I've got to use my big voice again.' Physical gestures and action: pointing without speaking.
Use of height: 'I'm towering over them.' Crossing through: a line through work.
b. Verbal negative feedback:
1. Expression of teacher negative personal feeling:
Expression of anger or disappointment: 'I'm very disappointed in you today.' Expressions of annoyance: 'Oh for goodness' sake, put something sensible.' Use of threats: 'If I say your name again you can work in the corridor.'
2. Expression of disapproval directed at the child personally:
Personal humiliation strategies: 'I remind them they are six not three any more.'
Negative expression directed at child in personal way: 'Have you left your brain at home?'
Accusations: 'You weren't listening then when I told everyone!'
Use of labels: 'Michelle who always interrupts'. 'You're a silly boy.'3. Expression of negative evaluation of work:
Teacher judgement that work has no value: 'Put that in the bin and you can choose, and we'll sort this out later.'
7. C2: Specifying improvement-specifying what is wrong
C2 feedback was related by teachers much more to cognitive tasks than to personal attributes. It took the form of teachers pointing out to children what needed improving in their work. C2 also seemed to involve teachers directing children to engage in correcting activities themselves.
Like Cl, C2 feedback used models as a basis for correcting work. Targets for improvement were sometimes set by teachers as part of C2 feedback but these usually consisted of practice in getting something right. The use of self-checking procedures appeared to be an important aspect of C2 feedback. Like Cl, C2 feedback seemed to be unidirectional:f rom the teacher to the child. For example:
Specifying what is wrong: 'Doesn't look like an 8, that's why I read it as 6, you see.'
Correction: 'Is that "went"? Just try that one again. You've got the right letters, but they're the wrong way round aren't they? "Went". "W" "e" "n". Use of dots or crosses to indicate that something is wrong.
Specifying criteria for success: 'Matthew, I want you to go over all of them and write your equals sign in each one. That's your equals sign there. You've got to write the equals sign there for each one ... That means you are pointing to the answer.'
Provision of teacher models: 'Natalie you're trying very hard. Watch. Around and around. Good girl. You can when you practise. I want you to practise little a ... a ... a ... a. I'll draw you some.'
Importance of self-checking: 'Those words that I've underlined I want you to go and find out how to spell them'; '... check them for "ing" 'cos you've done a few wrong there.'
Importance of independent learning: 'I'm glad to see that you've started this, I didn't even have to ask you to, well done.'8. D2: Constructing the way foward-mutual critical appraisal
The feedback was again of a type where the teachers acted as facilitators, making suggestions and questioning as part of discussion, rather than directing. This type of feedback provided children with strategies that they could adopt to develop their own work and encouraged children to assess their own work. For example:
Articulating relevance of future development: whole class participation in discussion of improvements on the basis of recognition of achievement by individuals; working with the whole class and individuals to create the basis for understanding, e.g. in shared writing.
Diagnosing with the child
Specifying criteria and articulating standards as they emerged in children's work
Involving children in evaluating standards
Comparison with previous performance
Role reversal Discussion of strategies that help in developing work
In this typology, the type of A feedback is direct into classroom/individual management, the type of B feedback is direct into performance orientation, the type of C feedback is direct into mastery orientation, and the type of D feedback is directed into learning orientation. Tunstall & Gipps (1996:393) also suggest that feedback can changes based on style, purpose, meaning and processes as it moves from evaluation to description. Therefore, it is better to deliver feedback more on descriptive form rather than evaluative form.
Meanwhile, based on its focus, Hattie and Temperley (2007:88) also observe that the effective feedback must contain three aspects. First, the effective feedback has to have a goal. The teacher should know what his /her goal in giving a feedback. Second, it has to show a progress that made toward the goal. By
showing a progress, it‟s easy for teacher to know whether he/she is on the
right track or not. Third, it arranges activities that lead to better progress. This way can make the teacher know whether his/her feedback effective or not.
Based on that statement, Hattie and Temperley (2007:89-97) propose that there are four major levels of feedback and the level in which feedback is directed influences its effectiveness. The four major levels are feedback about task (FT), feedback about process (FP), feedback about self regulation (FR), and
There are similarities of the types of Tunstall & Gipps‟ feedback (1996:395-401) and Hattie and Temperley feedback (2007:89-97). FS
(feedback at self) in Hattie and Temperley is same with A type of feedback in Tunstall & Gipps feedback. FP (feedback at process) is same with B type of feedback in Tunstall & Gipps feedback. FT (feedback at
task/product) is same with C feedback in Tunstall & Gipps feedback. FR (feedback at self-regulation) is same with D type of feedback in Tunstall & Gipps feedback.
Hunt and Touzel (2009) also state that based on its timing, the feedback can be immediate or delayed feedback. Immediate feedback can be defined as the feedback which happens on the spot during the lesson. Immediate feedback is better since the longer the delay, the longer it may take to give feedback to the behavior identify that needs improvement. However, sometimes it is important to give delay feedback. It works best when students are involve in the complex, higher-level thinking. It lets students to think about the task and give them internal feedback concerning the correctness of their
responses.
Hunt and Touzel (2009) also claim that difficult items are more possible to involve longer time in processing the task and delayed feedback is better way to be given for this situation. Meanwhile, easy items do not require this processing and the delay is unnecessary.
choice of feedback strategies depends on teacher belief on how young learners
learn. By realizing the students‟ characteristics, different forms of feedback,
and applying the correct form given in the learning context, the teachers can
improve students‟ performance. Therefore, feedback can be effective and the
goal of feedback can be achieve.
This research investigated the feedback based on its typology which is proposed by Tunstall and Gipps (1996:395-401). The typology is useful
to measure the quality of teacher‟s feedback.
2.3.2 Characters of Good Feedback
Feedback should be delivered properly so it can be effective and is not viewed negatively. It should focus on the types of feedback and the timing of giving feedback. It cannot be denied that sometimes teachers are confused about how and when they have to give feedback to the students. Therefore, there are guidelines in using the feedback:
A. The Way in Giving Feedback
In the term of giving feedback, feedback should not be used to show
the students‟ weaknesses or do not promote a negative self concept.
The feedback should also be delivered consistently Therefore, the students will receive consistent feedback concerning how well they are performing (Hunt & Touzel, 2009:123).
The feedback should be about the qualities of students‟ work and
in Vercauteren, 2005:12)
In giving praise feedback, the teacher should adjust it with students‟
characteristics. (Alderman, 2004, as cited in Hunt & Touzel, 2009:26) Sometimes, it is important to give feedback in the form of questions. The Suffolk County Council (2001, as cited in Knight, 2005:13) argues questions can be a vital feedback tool. When the teacher asks questions to the students instead of confirming whether students‟ speaking is correct or not, the students are encouraged to develop their internal thinking. The
questions are also used to test students‟ understanding.
B. The Time in Giving Feedback
The way in giving feedback should be immediate and positive in order to build the self confidence of slow learner in the learning task.
Immediate feedback work best when a student is working with factual information or learning a specific task.
Delay feedback is beneficial for students who are involved in the complex, higher-level thinking. It lets students to think about the task and give them internal feedback concerning the correctness of their responses (Hunt & Touzel, 2009:123).
Effective feedback increases students‟ learning by providing immediate,
corrective, and specific information. It also gives positive effect to the
students‟ achievement (Murphy et al. 1986, as cited in Hunt & Touzel,
2009).
effectively so that it can motivates students to learn better. The most important thing to note is that the teacher should know what the effective feedback is.
2.3.3 The Effect of Feedback
In classroom interaction, teachers do not always give feedback that indicates positive; sometimes they also give feedback that indicates negative. Both positive and negative feedback can have beneficial effects on learning. Since, the students have different characteristics, the teacher is demanded to give the appropriate feedback to the students in appropriate circumstances.Therefore, the effect of positive and negative feedback may vary depends on the students itself and on the level at which the feedback is aimed and processed.
Related to feedback proposed by Hattie and Temperley (2007), figure out that both positive and negative feedback can also be related to self-efficacy in feedback at self regulation level. The concept of feedback at self regulation
level is the same with descriptive feedback proposed by Tunstall and Gipps‟
Meanwhile, for the low self-efficacious students, positive feedback about their success may show that they have weaknesses that need to be
remedied, which can lead to a variety of reactions. They may learn better
to remedy these “weaknesses” to reach the expected level of performance or may
avoid tasks and feedback following initial success because they are afraid to get negative feedback on the next task. Therefore, negative feedback can have negative effect for low self-efficacious students. They tend to react to negative feedback by showing negative influence such as, feeling
demotivated on a particular task and relating the feedback they got is caused by their effort is less than others.
2.4 Teacher’s Feedback in Teaching Speaking
In teaching speaking, the teacher‟s feedback is required by the students to make
them know about their speaking ability and to motivate them to learn better. There are several researchers who conducted a research related to feedback in teaching speaking. Kayi (2006) states that teacher is not recommended to
correct students‟ pronunciation while they are speaking. While they are speaking, it is better for the teacher to observe and note some important information
about students‟ performance. After students finish their speaking, teacher can
give feedback immediately.
In addition, Saito and Lyster (2010) had conducted a study on the effect of corrective feedback on L2 pronunciation. Based on his study, it is important that
teacher can immediately give feedback about students‟ performance so the
teachers‟ model. They also emphasizes that after students finish speaking,
teacher should immediately give feedback. They found that there was a significant result and a beneficial effect on students‟ pronunciation development after the students receive corrective feedback.
In relation to the feedback in teaching speaking to young learners, the teacher is not necessary to respond to all errors in correcting students‟
speaking. Instead of correcting, it‟s better for the teacher to handle the error
by modeling and providing the students with correct grammar and pronunciation (Bailey, 2005 as cited in Pinter, 2006:60, Cameron, 2001).
Moreover, Cameron (2001:212) adds that it is better for teacher to deliver
feedback in foreign language. It helps young learners learn the phrases that they can use with their friends.
In short, the teachers need to give young learners constant and supportive
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
The research attempted to describe and analyze the data of how the feedback were given in teaching speaking and didn‟t want to make a comparison with the others. The research also only focus on analyzing the process of classroom interaction in a natural setting. Therefore, the research method applied in this research was a case study method.
As Creswell (2007) states that case study explores an event, an activity, a process, or one or more individuals. By using this method, the researcher was expected to be able to find out, to define, to analyze, and to explain the topic of the research.
3.2 Population and Subject of the Research
The subjects of the research was teacher and students at SMA IT AR RAIHAN (International Islamic School) Bandar Lampung. The selection of the subject in this school is based on the accessibility of the researcher to this school, the
teacher.
In this school, English have been taught twice a week with the allocation 2 x 40 minutes for each meeting.
3.3 Research Procedures
In conducting the research, the researcher used the following instruments in order to find the necessarily data.
3.3.1 Research Instruments
This research employed three instruments. The first instrument was observation based on videotaping that was conducted in four meetings. The second
instrument was a teacher interview that was given to the teacher. The third instrument was students‟ interview that was given to the students.
3.3.1.1Observation
The observation was based on videotaping. Fraenkel and Wallen (1990) claims that by using videotaping, the researcher will get benefit such as the videotaping can replay for several times in order to check and correct the data and the researcher can use it to ask other researcher to see and compare the video.
speaking activities which focused on teacher‟s feedback used in teaching speaking.
3.3.1.1.1 Instruction for the Observation A. For the Teacher
1. Teacher reads the theory and functions about feedback.
2. Teacher identifies eight types of feedback based on Tunstall & Gipp‟s Typology.
3. Teacher prepares lesson plan about speaking. 4. Teacher prepares the class.
5. Teacher starts teaching speaking.
6. Teacher implements giving the feedback to the students. 7. Teacher observes students‟ respond toward her/his feedback. 8. Teacher prepares her/himself to be interviewed.
B. For Students’
1. Students‟ prepares themselves to study. 2. Students‟ gives their attention to the teacher.
3. Students‟ responds the feedback will be given by the teacher. 4. Students‟ prepares themselves to be interviewed.
3.3.1.2 Teacher Interview
Interview was conducted as second instrument to confirm the data and
researcher own experiences.
The purpose of interviewing the teacher is to confirm the data that collected from
observation also as teacher‟s understanding of his/her way in giving feedback in teaching speaking. The interview used semi-structured interview which consist of ten questions concerns with how the teacher play her role as an assessor and how her way in giving feedback to the students. The interview was conducted in the last day of observation. After the teacher answer the interview questions, the data were transcribed and analyzed to describe the result of the study.
3.3.1.3 Students’ Interview
Besides interviewing the teacher, this study also used students‟ interview. The
students‟ interview was administered to confirm the data that were gathered through observation and teacher interview.
The interview that was administered relates to students‟ responses toward
the teacher‟s feedback. The interview used semi-structured interview which consisted of eight questions. The interview focused on three areas:
1. Teacher‟s feedback;
2. Students‟ responses toward the teacher‟s feedback; 3. Feedback effectiveness.
respond to the teacher‟s feedback. The third part consisted of two questions
to find out how the effectiveness of teacher‟s feedback is perceived by the students.
The interview was written in Bahasa Indonesia for better understanding. After the respondents answered the interview‟s questions, the data were transcribed to make it easier in describing the result of the study.
3.3.2 Data Collecting Technique
There several steps that have been employed: 1. Observing the population and sample. 2. Videotaping of teaching-learning process. 3. Transcribing video.
4. Analyzing the video transcripts. 5. Conducting the interview.
6. Analyzing the interview transcript. 7. Presenting the result of the study.
3.3.3 Validity and Reliability 3.3.3.1 Reliability
Although the term „Reliability‟ is a concept used for testing or evaluating
“understand a situation that would otherwise be enigmatic or confusing” (Eisner,
1991, p. 58).
While the terms Reliability and Validity are essential criterion for quality in quantitative paradigms, in qualitative paradigms the terms are
Credibility,Neutrality or Confirmability, Consistency or Dependability and Applicability or Transferability are to be the essential criteria for quality (Lincoln & Guba, 1985).
To involve the reability aspect, this study employed several steps. They were: 1. Recording/Videotaping of teaching-learning process.
2. Transcribing the video.
3. Analyzing the video transcripts based on feedback by Tunstall and Gipps‟ Typology.
3.3.3.2 Validity
The concept of validity is described by a wide range of terms in qualitative
studies. This concept is not a single, fixed or universal concept, but “rather a
contingent construct, inescapably grounded in the processes and intentions of particular research methodologies and projects” (Winter, 2000, p.1). Although some qualitative researchers have argued that the term validity is not applicable to qualitative research, but at the same time, they have realised the need for some kind of qualifying check or measure for their research.
Patton (2001) states the validity in quantitative research is very specific to the test to which it is applied – where triangulation methods are used in qualitative
To involve the aspect of validity, this study will be used triangulation method
3.3.3.2.1 Triangulation
Triangulation is typically a strategy (test) for improving the validity and reliability of research or evaluation of findings. Mathison (1988) elaborates this by saying that triangulation has risen an important methodological issue in naturalistic and qualitative approaches to evaluation [in order to] control bias and establishing valid propositions because traditional scientific techniques are incompatible with this alternate epistemology.
The notion of data triangulation is allowing participants in a research to assist the researcher in the research question as well as with the data collection. Engaging multiple methods, such as, observation, interviews and recordings will lead to more valid, reliable and diverse construction of realities.
In this study, triangulation method have been employed: 1. Observation
2. Teacher‟s Interview 3. Students‟ Interview
3.4 Data Analysis
findings and explain them in the discussion. The analysis in the findings and the discussion were interpret to finally drawn a conclusion.
Creswell (2007: 243) also defines some steps that can be used in collecting
and analyzing the data in a qualitative method. The steps are preparing and organizing the data, exploring and coding the database, describing findings and forming themes, presenting and reporting findings, interpreting the meaning of the findings and validating the accuracy of the findings.
Based on the research questions, the research employed several steps to analyze and interpret the data. The steps of analyzing the data were follows:
Classifying and Interpreting the Teacher’s Feedback.
The data collected from the three instruments and then were transcribed and categorized based on Tunstall and Gipps‟ feedback typology (1996:395-401). The data were analyzed in the form of transcription tables. The tables were used to present the findings and explain the typology of feedback in the discussion.
In classifying the teacher‟s feedback, the students‟ speaking competency was first identified. Then, the research analyzed the teacher‟s feedback that were given into students‟ speaking competency based on the feedback typology by Tunstall and Gipps (1996:395-401).
The feedback typology was categorized into two categories; 1) evaluative feedback: rewarding (A1), approving (B1), punishment (A2), and
constructing achievement (D1), specifying improvement (C2), and constructing the way forward-mutual appraisal (D2). The tables were as follow:
Table 3.1 Example of Teacher’s Evaluative Feedback based on Tunstall & Gipps’ Typology
Table 3.2 Examples of Teacher’s Descriptive Feedback based on Tunstall &
Gipps’ Typology
Afterwards, the data were analyzed based on the way the eight types of feedback were given to the students in teaching speaking. The feedback was focused on the three aspects of speaking skill, they are pronunciation (P),
comprehension (C), and vocabulary (V).
The next step is analyzing both the teacher and students interviews in the form of transcription to validate the data gather through observation. The data then were interpreted in narrative analysis. In this research, the data were displayed in narrative sentences, selective transcripts, and tables. The
No Transcription Data Theme
1.
T : Hey, What‟s your name?
S1 : My name is Andi C/R
T : Very Good! B1
No Transcription Data Theme
1.
T : Hey, What‟s your name?
S1 : My name is Andi C/R
narrative sentences and selective transcript were used to analyze and display the results of the data from observation and interviews. Meanwhile, the tables were used to display the results of the data from observation.
Drawing Conclusion
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
1. Feedback are viewed by both teacher and students as an important thing in teaching learning process. In terms of the feedback given, the feedback tends to be given personally to the students. It makes the students know what they have achieved and what the students should remedy in learning. The appropriate feedback are given when the teacher give the feedback by considering the quality of students’ speaking
performance and considering which feedback are appropriate for the condition.
2. In terms of students’ responses toward the feedback, facilitating feedback can motivate students in learning speaking. Furthermore, adjusting feedback with students’ characteristics is important to be applied by the teacher.
their fluency, pronunciation and keep them motivated to try to speak up and helped the students understand what were correct and what were incorrect and the students expected that the feedback could help them to know how well their effort in learning speaking.
5.2 Suggestions
After concluding the analysis, the researcher would like to propose some suggestions related to the research conducted. The suggestions cover the suggestion for the teacher and for further research.
For the teacher, it is suggested that in giving feedback, the teacher should understand what the effective feedback are. By knowing it, the feedback will be given appropriately. It is also suggested that the teacher should pay more attention to students’ speaking to give effective feedback. The teacher should also tend to give feedback in the form of descriptive feedback. It
provides information on how and why the feedback are given to the students.
In addition, the researcher also would like to propose some suggestions for further research. Considering the analysis of the teacher’s feedback is focused on
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