THE TYPES OF CORRECTIVE FEEDBACK IMPLEMENTED BY THE TEACHER IN TEACHING WRITING DESCRIPTIVE TEXT TO THE SECOND YEAR STUDENTS
OF SMP N 2BATURETNO
Publication Article Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
MEITASARI NUR ARIFAH
A320110214
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
THE TYPES OF CORRECTIVE FEEDBACK IMPLEMENTED BY THE TEACHER IN TEACHING WRITING DESCRIPTIVE TEXT TO THE SECOND YEAR STUDENTS
OF SMP N 2BATURETNO
MEITASARI NUR ARIFAH
A320110214
meitasarinurarifah15@gmail.com
School of Teacher Training and Education
Muhammadiyah University of Surakarta
ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan: 1) jenis umpan balik guru yang digunakan dalam mengajar teks deskriptif, 2) respon siswa dari umpan balik yang diberikan oleh guru dalam mengajar penulisan teks deskriptif. Dalam mencapai tujuan, peneliti menggunakan deskriptif kualitatif sebagai pendekatan untuk mengumpulkan dan menganalisis data. Penelitian ini dilaksanakan di SMP N 2 Baturetno. Penelitian ini mengambil 30 siswa dari siswa kelas dua sebagai subyek penelitian. Penulis mendapatkan data dari penelitian dari acara, informan, dan dokumen. Teknik pengumpulan data adalah observasi dan wawancara tentang proses pembelajaran menulis mengajar. Hasil analisis menunjukkan bahwaguru menggunakan tiga jenis umpan balik korektif, yaitu umpan balik pada konten (umpan balik positif), umpan balik pada bentuk (umpan balik negatif) dan penggunaan tinta merah da tinta hitam dalam umpan balik korektif. Penulis dapat menyimpulkan, ketika guru memberikan umpan balik langsung ke siswa secara langsung membuat siswa mudah untuk memahami pelajaran dan mereka bisa tahu apa kesalahan mereka. Mereka mengatakan bahwa jenis umpan balik yang diterapkan oleh guru di pengajaran penulisan deskriptif membuat mereka mudah untuk menulis dan mereka dapat mengidentifikasi dan memperbaiki kesalahan. Guru juga menggunakan tinta warna untuk mengoreksi dalam pembelajaran. Dalam pengamatan, guru menggunakan redink ketika ia mengoreksi pekerjaan siswa. Dalam pengajaran umpan balik, siswa dapat mengetahui dan memperbaiki kesalahan setelah dikoreksi oleh guru.
Kata Kunci: Tipe Umpan Balik Guru, teks descriptif
ABSTRACT
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research took 30 students of the second year students as the subject of the study. The writer get the data of the research from event, informants, and document. The techniques of collecting data are the observation and interview about the writing teaching- learning process. The result of the analysis shows that the teacher used three types of corrective feedback, namelyfeedback on content (positive feedback), feedback on form (negative feedback) and the use of red ink and black ink in corrective feedback. The writer can conclude, when the teacher gives direct feedback to the students make easily to understand the learning and they can know what their mistakes. They said that the feedback type applied by the teacher in the teaching writing descriptive makes them easy to write and they can identify and correct the errors. The teacher also used of ink color to correction the learning. In the observation, the teacher uses the redink when she correct students work.In teacher corrective feedback, students can know and correct the errors after it is corrected by the teacher.
Keywords: Teacher Corrective Feedback Type, descriptive text
1. Introduction
Writing has an important role in the context of English teaching as a foreign language in Indonesia. Writing is a means of communication is demanded. It is learner‟s need which cannot he neglected in the era of high competition. It means that student should he equipped with writing skills necessary for their future. They should be trained to write in English in other to be skillful writers. Written language is frequently used in the publication such as book, newspaper, magazine and literary work. It shows how important mastering writing skill is. For that reason, students should master writing skill.
The objective of learning writing is to produce the kinds of written text. To produce a good writing product, the writer should follow various classroom activities involving some steps applied in writing process. Brown (1994) in Fauziati (2008 :144) distinguish for steps of writing : prewriting , drafting, revising, and editing. A more
Based on the explanation above, the researcher chooses one topic for her research to know the problem faced by the teacher in applying and the advantages of teacher feedback technique in teaching descriptive text for the students.
The first previous research was done by Atik Sri Rukmini (2011) from Muhammadiyah University of Surakarta with the title The Implementation of Teacher Corrective Feedback in Teaching Writing Descriptive Text to the Second Year Students of SMPN 1 Tunjungan in 2010/2011 Academic Year. In her research, she describes the implementation of teaching writing descriptive text by the teacher in teaching learning process by using corrective feedback in writing descriptive text. She used Miles &Huberman analysis technique, data reduction, data display, and conclusion and
verification. The result of the study show teaching writing used corrective feedback in descriptive text for the second year students of SMP N 1 Tunjungan was successful and effective. The teacher used problem solving as a writing material.
The second researcher is RatihYulianti (2012) from Muhammadiyah University of Surakarta with the title Teacher's Corrective Feedback In Teaching Writing Recount Text To The First Year Of SMA Muhammadiyah I Surakarta In 2011/2012 Academic Year. Her objective was described the type of teacher corrective feedback technique in teaching learning of writing recount text and described the problem faced by the teacher in implementing corrective feedback at SMA Muhammadiyah 1 Surakarta in 2011/2012 Academic Year. Her research describes that the types of oral corrective feedback which is used by the teacher in teaching learning process of writing recount text is metalinguistic. The researcher found there five types of oral feedback from six types of oral feedback, namely; explicit correction, recast, clarification request, metalinguistic, and repetition. Her method was descriptive qualitative analysis and the object of her study was the type of corrective feedback in teaching learning of writing recount text and the problems faced by the teacher in implementing corrective feedback at SMA Muhammadiyah 1 Surakarta.
The Third researcher is IpungAnggoro (2013) fromMuhammadiyah University of Surakarta with the title Corrective Feedback Found In Speaking Class at The English
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five types of corrective feedback used by the teacher in UMS. That was clarification request, recast, met linguistic feedback, explicit and translation. The frequency of Each Type of Corrective feedback Used by the Teacher in teaching speaking in UMS. The frequency of the use of corrective feedback found clarification request found 69 data or about 59 %, recast 23 or about 19,7 % met linguistic found 17 data or about 14,5 %, explicit correction found 4 data or about 3,4 % and translation found 4 data or about 3,4 %. The dominant Type of Corrective feedback used by the teacher in teaching speaking in UMS.
2. Research Method
In this research, the subject of the study is limited to the teacher and the students
of SMP N 2 Baturetno especially at the second year. The object of the study is the technique of teaching writing descriptive text using teachers feedback applied by the teacher at SMP N 2 Baturetno. The data of this research are the activities of the students and teacher. The writer took field note from observation. There are three sources of the data: event, informant, and document. In this research, the writer uses three method of collecting data, there are observation, interview, and document analysis. The techniques for analyzing the data that are used by the writer are reducing the data, displaying the data, and drawing conclusion.
3. Research Finding and Discussion
3.1Research Finding
3.1.1 The Type of Teacher Feedback used in Teaching Descriptive Text. a) Feedback on Content (Positive Feedback)
In feedback on form, the teacher not only corrects the students error very explicit by telling the students that their writing is wrong then tells the reason, but also very implicit by using repetition to the wrong word or sentence that is written by the students. Here is the analysis of feedback on content (positive feedback) based on the writer‟s observation.
1) Metalinguistic Feedback
teacher provides comments or questions related to the well- formedness of the students utterances feedback.
These are data in teaching learning process of writing class. Here, the writer found four excepts which used as the data. The first data, teacher asked the student to read his homework about descriptive text. But, the teacher fined the errors when students said as follow:
Data 1 [MeL]
Student : HeMr. Aldo
Teacher : use – auxiliary verbs (is, am or are) Students : He is Mr. Aldo
The metalinguistic can be seen when the students answer is incorrect. The answer is “HeMr. Aldo” whereas it must use auxiliary verb „is, are or am. So, the teacher corrects the answer by saying “You need an auxiliary verb „is‟ because the subject is the third singular person”.After that, students‟ reply the answer by using„is‟. This is an effective way to build students skill in grammar.
b) Feedback on Form (Negative Feedback)
In this research, the writer finds the correction in content and form. In feedback on form, the teacher not only corrects the students error very explicit by telling the students that their writing is wrong then tells the reason, but also very implicit by using repetition to the wrong word or sentence that is written by the students.
1) No correction but comments and question on content
In this type, the teacher gives a correction in teaching learning process. Here is the data of this type, when the teacher asked students to make a group to make a descriptive text
Indri Setiawatik (18)
Kharisma Suri (20)
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My name is Mely. I am 14 years old. I have one sister. Her name is Metta. She
is 20 years old. She is tall. She is beautiful girl. She have long wavy hair. Her favorite
food is all about seafood. She like drinking lemon tea everyday. Her hobbies are playing
badminton. I sometimes play with her. She is funny person. I like her.
According to the data above it shows that the teacher did not give a correction. He marked the studentsworksheet. It would make students confused. It
is because since there is no comment or correction given by the teacher.Whereasthe students need correction to understand the context. Actually, there are many errors made by the students in their work above.The errors are: „She have long wavy hair‟. This sentence is incorrect, and the correct sentence is „She has long wavy hair‟. Another incorrect sentence is „She like drinking lemon tea everyday‟. The correct sentence is „She likes drinking lemon tea everyday‟.
This type of correction is not suitable for the second year students of SMP N 2 Baturetno, because most of them have lack of motivation.
3.1.2 Identification of form errors without help toward correction
In this type, teacher only identifies the form of errors, but the teacher did not help on the correction. Sometimes the teacher used this type. He only identifies the error but he did not help the students to revise their work. For example the teacher moves around the class and he finds one of his students who made a text. He corrected the text and said: “it is wrong, use V1” without additional explanation on the matrial.
3.1.3 Indirect error marking using a coding system for learner self correction In teaching learning process, the teacher often uses this type. He uses indirect error marking using a coding system for learner self-correction. He gives sign or circle to mark the error of students work. Here
Nama : Dessela Takbir Riyanti
Kelas : VIII A
Absen : 12
My Brother
I have a brother. Her name is Habibi. He is a friendly and handsome boy. He is
17 years old. He have short and straight hair. He is a student of SMA 2 Salatiga. He go to
school by motorcycle. He go to school at 6.30 every morning. Her hobby is playing
football. He likes watching football match.
The correction above shows that the teacher does the type of correction feedback indirectly on the error marking using a coding system for learner self – correction type. With this correction type, the teacher
gives correction by using sign to mark the error, but the students must correct them by herself/himself.
3.1.4 Direct correction of form errors
Direct correction of form error means the teacher corrects it directly. In the class which is observed by the writer, the teacher seldom uses this type. When the teacher checked students work one by one, he found an error made by student. One of the errors is made made by Adetya Restu Putra.He wrote: I have one brothers and two sisters. Directly the teacher marked the error made by Adetya. The correction is: I have one brothers and two sisters. The correction was done directly by the teacher at the same time.
3.15 The use of Red Ink and Black Ink in Corrective Feedback
The use of ink color has certain meaning. Using pencil or blue/black ink to mark is less excoriating than red ink.The students own writing then stands out as the important writing on the page.What should be remember is that it is notalways necessary or productive to highlight every grammatical error. The marking should focus primarily on the purpose of the writing and whether the student has achieved the required individual outcome. The red ink means that
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comments written in red ink. In the observation, the teacher uses the red ink when she correct students work.
The teacher does this strategy, he always using red ink to correct students work.
Following is the evidence of the correction by using red ink :
Nama : Febryan Munandar
Kelas : VIII A
Absen : 15
My Father
My father is about 40 years old. He have short and black hair. He is very friendly because he
knows almost everybody in the neighborhood. He is a diligent man. He cleans the garden and yard
every Sunday. He often works on the garden with his children.He is a good volleyball player. He
plays volleyball with our neighbors in the community center every Saturday.
The data above shows that some students still make some mistakes, especially when they use conjunction because, although and when they use a
mental verb „have or has‟ and preposition„on‟. In this case the teacher has to repeat the explanation clearly
3.1.6 The Students Responses of the Teaching Writing Descriptive Text Using Teacher Corrective Feedback
The review of the students responses of the teaching writing using teacher feedback is different from one and others student. The teacher uses corrective feedback in teaching writing descriptive text because it is very effective. It means that the teacher can identify the students‟ difficulties by knowing their errors. From the difficulties of the students there are some responses.
The first from the metalinguistic feedback is the teacher provides comments or questions related to the well- formedness of the student‟s utterances feedback.
“Dengan pengajaran ini guru memberikan feedback dan membantu mengoreksi
pekerjaan saya yang salah mbak, jadi saya tau kesalahan jawaban saya”
It shows that the teacher gives feedback to the students, and the feedback can make the students think more clearly. So students will answer the question correctly.
Then, the teacher uses no correction but comments and question on content to teaching writing descriptive text. In this type of corrective feedback the teacher did not give a correction. She marked the studentsworksheet. It would make students confused. It is because since there is no comment or correction given by the teacher.Whereasthe students need correction to understand the
context.
Based on th interview and observation to the students of second year students of SMP N 2 Baturetno, one of students said: “saya tidak tahu kesalahan pekerjaan saya ada dibagian mana mbak, karena guru tidak memberi tanda salah
atau memberi tahu bagian yang salah”
This type of correction is not suitable for the second year students of SMP N 2 Baturetno, because most of them have lack of motivation.
Next type is indirect error marking using a codingsystem for learner selfcorrection. This type often use for teaching learning in writing. Based on the interview and observation to the students of second year students of SMP N 2 Baturetno, one of student says that, “Jadi guru biasanya menyoret bagian yang salah pada lembar keja saya dan saya harus membenarkan pekerjaan saya
sendiri mbak”
With this correction type, the teacher gives correction by using sign to mark the error, but the students must correct them by herself/himself.
The use of ink color has particular meaning. Using pencil or blue/black ink to mark is less excoriating than red ink. The marking should focus primarily on the purpose of the writing and whether the student has achieved the required
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Based on the interview and observation to the students of second year students of SMP N 2 Baturetno, one of student says that, “Dengan guru memberikan coretan merah pada pekerjaan saya itu lebih memudahkan saya
mbak, untuk mengetahui kesalahan saya ada dibagian mana”
So, the writer can review type of teacher feedback in teaching learning in writing descriptive text, the conclude of the type that the students easily to understand the learning using corrective feedback. They can know what their mistakes.
Based on the interview and observation to the students of second year students of SMP N 2 Baturetno, one of the students say that,
“sayalebihsenangmenggunakanteknik corrective feedback.Karena sayabisa tau
kesalahannyasendiridanbisalebihpaham”
The teacher used some type of corrective feedback in teaching writing descriptive text. And the student responses of the teaching writing descriptive text using teacher feedback is different from one and others student,because depending on the type of feedback given the teacher. The writer can conclude, when the teacher gives direct feedback to the students make easily to understand the learning and they can know what their mistakes. They said that the feedback type applied by the teacher in the teaching writing descriptive makes them easy to write and they can identify and correct the errors.
The teacher also used of ink color to correction the learning. In the observation, the teacher uses the redink when she correct students work.In teacher corrective feedback, students can know and correct the errors after it is corrected by the teacher. Here, the teacher does not only correct the errors directly by writing the correct one, but also pointing out and explaining to the students so that they can correct by themselves. In addition, the teacher can identify the student difficulties by knowing their errors so that it can accelerate the teaching learning process. Besides, it is very helpful for the students because they know their errors.
3.2Discussion
five types of feedback on content from six types of feedback on content, namely: recast, clarification request, metalinguistic, and repetition. In feedback on content, the teacher gave both of positive and negative feedback. The positive feedback can be seen at metalinguistic process. In metalinguistic process, the teacher gave a feedback which can build students motivation to repair their grammar. The teacher suggested students to correct their answer by giving direction, such as: “use present tense”. By using this type, students can enrich their vocabulary in verb1.
For the writing feedback, the teacher also gives negative feedback. The teacher used four of eight types of feedback, namely: no correction but comments
and question on content, identification of form errors without help toward correction, indirect error marking using a coding system for learner self-correction, and direct correction of form errors. The types of feedback used by the teacher in writing feedback in negative too. He only gave a mark in error word, or gave question mark in the content. It is negative for the second year students of SMP N 2 Baturetno who most of them are extraordinary naughty. They have low motivation to revise their own error without the help of the teacher.
Based on the data above, we can conclude that the teacher uses two kinds of corrective feedback, that are positive and negative feedback. In implementing the positive feedback, the teacher diretly writes the correct one to the students‟ errors. Richard and Lockhart (1994:189), state that positive feedback can be done by indicating an incorrect answer and expending or modifying a students‟ answer. It means that the teacher directly tell the incorrect one then correct it. The analysis of the data, the teacher applies the suitable process of positive feedback.
In addition, the teacher also uses negative feedback to the students‟ writing. The teacher gives a circle sign then tells that it was wrong but she did not correct it. She explains why it is wrong, and then she asks the students to correct it by themselves. Richard and Lockhart (1994:190) also explain that negative
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negative feedback by pointing out them to the errors, explain the reason why it is wrong without writing the correct one then asked the students to have self correct. In this observation the teacher used five types of teacher corrective feedback. From the theory teacher should give the student written correction in their paper, but usually the teacher just return student‟s worksheet without correction. So, the student don‟t know what they mistakes.
The authorities said that using red ink is not effective for the corrective feedback, but in this observation the teacher uses the redink when she correct students work. There is an article explain about use red ink in learning can give negative impact for student, Sociologists Richard Dukes and Heather Albanesi of
the University of Colorado claim in a paper they've had published in The Social Science Journal that when teachers use a red pen to add comments to student papers, students perceive them more negatively than if they use another color pen. Red ink have traditionally been used by teachers when grading papers ostensibly to make their comments and markings stand out from the original work but this new research suggests that the use of a red pen may convey unintentional negative emotions.Butit is differentgoal from the observation, this article show that using red ink can impact negatively but this observationprove that by using red ink the student can easily find out the errors in the lesson. The teachers‟ purpose use red ink is to show the students‟ error and they can know their mistakes easily. So, in teacher corrective feedback, students can know and correct the errors after it is corrected by the teacher. Here, the teacher does not only correct the errors directly by writing the correct one.
4. Conclusion and Suggestion
After describing and analyzing the data, the writer draws conclusion based on the observation of the teaching writing descriptive text using teacher feedback to the second year of SMP N 2 Baturetno as follows:
1. The type of teacher feedback used in teaching descriptive text are feedback on content (positive feedback), feedback on form (negative feedback) and the use of red ink and black ink in corrective feedback. Feedback on content which is used by the teacher in teaching writing descriptive text is metalinguistic. In the metalinguistic, the teacher provides comments or questions related to the well-formdness of the students utterances feedback. And the second type is feedback
on form (negative feedback) namely: no correction but comments and question on content, identification of form errors without help toward correction, indirect error marking using a coding system for learner self correction, and direct correction of form errors. And the last type is the use of red ink in corrective feedback, in this observation the teacher uses the red ink when she correct students worksheet.
2. The students responses of the teaching writing descriptive text using teacher corrective feedback is different one and others. In response to the metalinguistic feedback, where the teacher give feedback and help them to correction their work, the first from the metalinguistic feedback is the teacher give feedback and help them to correction their work, the students said that they know their mistakes. The second respon from the teacher uses no correction but comments and question on content, in this type of corrective feedback the teacher did not give a correction and give back their worksheet. This strategy makes students confused. This type is not suitable for the students. The next respon from indirect error by using a coding system for learner self correction. In this type, the teacher gives correction by using sign to mark the error, and students must correct them by herself/himself. And the last respon is the use red ink in corrective feedback. In
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concluded that the student responses of the teaching writing descriptive text using teacher feedback is different from one and others student,depending on the type of feedback given the teacher.
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