Teacher’s Feedback in EFL Young Learners’ Classroom : a descriptive study at one public elementary school in cimahi.

(1)

Winda Fitria, 2014

Teacher’s Feedback in EFL Young Learners’ Classroom

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Teacher’s Feedback in EFL Young Learners’ Classroom

(A Descriptive Study at one Public Elementary School in Cimahi)

A Research Paper

Submitted to English Education Department of FPBS UPI in Partial

Fulfillment of the Requirements for Sarjana Pendidikan Degree

By:

Winda Fitria

0704407

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

(2)

Teacher’s Feedback in EFL Young Learners’ Classroom

Oleh Winda Fitria

(0704407)

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni

Winda Fitria 2014

Universitas Pendidikan Indonesia April 2014

Hak Cipta dilindungi undang-undang.

(3)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu PAGE OF APPROVAL

WINDA FITRIA

TEACHER’S FEEDBACK IN EFL YOUNG LEARNERS’ CLASSROOM

(A Descriptive Study at one Public Elementary School in Cimahi)

Approved by

First Supervisor,

Ika Lestari Damayanti, M.A NIP. 197709192001122001

Second Supervisor,

Lulu Laela Amalia, M.Pd NIP.197504092007102001

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

(4)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENT

PAGE OF APPROVAL ... Error! Bookmark not defined.

STATEMENT ... Error! Bookmark not defined.

PREFACE ... Error! Bookmark not defined.

ACKNOWLEDGEMENT ... Error! Bookmark not defined.

ABSTRACT ... Error! Bookmark not defined.

TABLE OF CONTENT ... vi

LIST OF TABLES ... ix

LIST OF FIGURES ... x

CHAPTER IINTRODUCTION ... Error! Bookmark not defined.

1.1 Background ... Error! Bookmark not defined.

1.2 Statement of Problems ... Error! Bookmark not defined.

1.3 Aims of the Research ... Error! Bookmark not defined.

1.4 Scope of the Research ... Error! Bookmark not defined.

1.5 Significance of the Research ... Error! Bookmark not defined.

1.6 Clarification of Terms ... Error! Bookmark not defined.

1.7 Organization of the Paper ... Error! Bookmark not defined.

1.8 Concluding Remark ... Error! Bookmark not defined.

CHAPTER IITHEORETICAL FOUNDATION.. Error! Bookmark not defined.

2.1 Feedback in English as a Foreign Language ClassroomError! Bookmark not

defined.

2.2 Definition of Feedback ... Error! Bookmark not defined.

2.3 Types of Corrective Feedback ... Error! Bookmark not defined.

2.4 The Benefits of Feedback in the Classroom ... Error! Bookmark not defined.

2.5 Principles of Good Feedback ... Error! Bookmark not defined.

(5)

2.7 Learners Errors ... Error! Bookmark not defined.

2.8 Students’ Responses (Uptake) ... Error! Bookmark not defined.

2.9 Characteristics of Young Learners... Error! Bookmark not defined.

2.10Related Previous Studies ... Error! Bookmark not defined.

2.11Concluding Remark ... Error! Bookmark not defined.

CHAPTER IIIRESEARCH METHODOLOGY .. Error! Bookmark not defined.

3.1 Research Method ... Error! Bookmark not defined.

3.2 Site and Respondents ... Error! Bookmark not defined.

3.3 Data Collection ... Error! Bookmark not defined.

3.3.1 Observation ... Error! Bookmark not defined.

3.3.2 Interview ... Error! Bookmark not defined.

3.4 Data Collecting Procedures ... Error! Bookmark not defined.

3.5 Data Analysis ... Error! Bookmark not defined.

CHAPTER IVFINDINGS AND DISCUSSION.... Error! Bookmark not defined.

4.1 Teacher’s Feedback in EFL Young Learners’ Classroom ... Error! Bookmark

not defined.

4.1.1 Data from Observation ... Error! Bookmark not defined.

4.1.2 Data from Interview ... Error! Bookmark not defined.

4.2 Students’ Responses toward the Teacher’s Feedback ... Error! Bookmark not

defined.

4.2.1 Data from Observation ... Error! Bookmark not defined.

4.2.2 Data from Interview ... Error! Bookmark not defined.

4.3Discussion... Error! Bookmark not defined.

4.3.1 The Feedback Given in EFL Young Learners’ Classroom ... Error!

Bookmark not defined.

4.3.2 The Students’ Responses toward the Teacher’s Feedback ... Error!

(6)

CHAPTER VCONCLUSIONS AND SUGGESTIONS... Error! Bookmark not

defined.

5.1 Conclusions ... Error! Bookmark not defined.

5.2 Suggestions ... Error! Bookmark not defined.

REFERENCES ... Error! Bookmark not defined.

APPENDICES ... Error! Bookmark not defined.

Appendix A Transcript of Video-taping ... 62

Appendix B Interview Schedule ... 111

Appendix C Interview Transcriptions ... 113

Appendix D Coding and Categorizing ... 126

Appendix E Lesson Plan ... 149

Appendix F Official Letter ... 167

(7)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES

Table 3.1 General Schedule of the Study ... 24

Table 3.2 Illustration of Coding System Regarding to The Teacher’s Feedback Used in Young Learners’ Classroom ... 26

Table 4.1 The Occurrence of Students’ Repair Responses in each Lesson ... 37

Table 4.2 The Occurrence of Needs Repair Response (Nr) in each Lesson ... 39

(8)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES

Figure 4.1 Distribution of Feedback Types Given to the Students ... 29

Figure 4.2 Distribution of Students’ Responses toward Teacher’s Feedback... 36

Figure 4.3 Distribution of Repair Responses toward each Feedback Type ... 37

Figure 4.4 Distribution of Needs Repair Response toward each Feedback

Type ... 39

(9)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

This study attempts to investigate the teacher’s feedback in EFL young learners’ classroom. This study aims to reveal the corrective feedback type used by the

teacher toward the students’ erroneous utterance and to find out the students’

responses toward the teacher’s feedback. This study usesa descriptive design. A novice teacher and sixth grade students in primary school are the subjects of the research. Classroom observation and students’ interview is deployed in uncovering the data needed. The transcripts of the classroom observation are analyzed using feedback framework developed by Lyster & Ranta (1997). There are six feedback types as proposed by Lyster & Ranta (1997). They are explicit feedback, recast, clarification request, repetition of error, metalinguistic clue, and elicitation technique. The data show that teacher uses all six feedback types proposed by Lyster & Ranta (1997) and most of the students respond positively

toward teacher’s feedback by giving uptake. The data also indicates that the

(10)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

(11)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents an introduction of research paper which describes

background, statement of problems, aims of the research, significance of the

research, the scope of the research, research method which consists of research

design, research site and participants, data collection technique, and data analysis.

Moreover, clarification of terms and organization of the paper are presented in the

end of the chapter.

1.1 Background

Classroom is considered as the most important place for foreign language

learners to apply and practice the target language. Chavez, (1986 as cited in

Sakinah, 2011) states that classroom is the primary forum for them to use and

experience the target language. In addition, a much greater role has been

attributed to interactive features of classroom behaviors, such as turn-taking,

questioning and answering, negotiation of meaning, and feedback (Chaudron,

1988 as cited in Yamazaki, 1998). The background of this lies in the fact that

second language learning is a highly interactive process (Richard & Lockhart,

1994 as cited in Yamazaki, 1998) and the quality of this interaction is thought to

have a considerable influence on learning (Ellis, 1985 as cited in Yamazaki,

1998).

Unfortunately, student‟s classroom participation in Indonesia is very low (Grassick, 2007 as cited in Aditya, 2009). This indicates that the students tend to

be shy in participating or be passive participants in contribution during teaching

and learning process. Students are fearful of making mistakes, feeling

embarrassed about their pronunciation, inability to recall words needed quickly, and low confidence due to lack of “success” (Nunan 1999, as cited in Juhana, 2012).

(12)

important aspect in any classroom (Siewert, 2011). By giving feedback, whether it

is given by teachers or peers, students will be geared to the areas of improvement.

Moreover, Linse (2005) states that correcting behavior and providing feedback is an important part of a job for a teacher of young learners. In addition, teacher‟s feedback is an important aspect of any classroom and it is fundamental to students‟ academic achievement. When teachers provide positive feedback, they create an environment that can motivate students to being successful in the

classroom (Semans, 2010).

In the language learning classroom, teacher usually provides either

positive feedback or negative feedback in response to the learners‟ erroneous

sentence (Kim, 2004). Positive evidence consists of samples of what is

grammatical or acceptable in L2. Negative evidence is information about what is

ungrammatical or unacceptable and it is often known as corrective feedback. A

piece of corrective feedback is a response from an addressee to a speaker with an intention to correct the speaker‟s erroneous utterance.

The role of corrective feedback and error correction in the classroom is a

complex issue and has been the subject of much interest among researchers. One

important question that researchers have attempted to address is whether learner

errors should indeed be corrected at all. Swain (1998, as cited in Nicholas, 2013) suggests that learners, by “noticing the gap” in their second language (L2) knowledge, will focus on linguistic forms, and thus attempt to produce more

accurate target language. One such method of raising learner awareness of their knowledge “gap”, as suggested by Nobuyoshi & Ellis (1993, as cited in Nicholas, 2013), would be to correct inaccuracies in their L2 production. They propose that “`pushing` learners to improve the accuracy of their production results not only in immediate improved performance, but also in gains in accuracy over time.”

The preliminary observation conducted by the researcher found that

(13)

praise that they become attention seekers and their needs for praise blinds them to

what progress they are actually making. When the students made some mistakes,

the teachers just correct it directly without trying to use corrective feedback. This

opposed to what Lyster&Ranta (1997) state that the use of corrective feedback is

significant to L2 development because it provides the learners with an opportunity

to reflect on the utterance and consider the other possibilities.

Considering the importance of giving corrective feedback in the

classroom, the researcher conducts the research that is aimed to give description

of what corrective feedback types give by the teacher toward students‟ error and the students‟ responses toward the teacher‟s feedback. In short, this study is expected to give a brief description about the use of corrective feedback by the

teacher, especially in EFL young learners‟ classroom.

1.2 Statement of Problems

There are two research questions addressed in this research:

1. What types of corrective feedback does the teacher use in EFL young learners‟ classroom?

2. What are students‟ responses toward the teacher‟s feedback?

1.3 Aims of the Research

The main purpose of this research is to investigate how feedback are delivered in young learners‟ classroom and specifically, this research aims at: 1. Finds out the teacher‟s corrective feedback in EFL young learners‟ classroom.

2. Finds out the students‟ responses toward teacher‟s corrective feedback used in EFL young learners‟ classroom.

1.4 Scope of the Research

(14)

one public elementary school in Cimahi. The sixth grade which consists of fift y

students is the subject of this research.

1.5 Significance of the Research

The result of this study is expected to contribute and give some informative

inputs in teaching and learning English as foreign language. The findings from

this study are hopefully able to give information in practical method relates to the

use of corrective feedback in EFL young learners‟ classroom. The study also hopefully enriches the literature on teacher‟s feedback.

1.6 Clarification of Terms

There are some significant terms in the research that need to clarify in order

to avoid misinterpretation, they are:

a. Teacher‟s feedback

In this study, teacher‟s feedback refers to a response from the teacher to the learner with an intention to correct the student‟s erroneous utterance (Kim, 2004:1).

b. Young learners

Young learners are defined as children between the ages of 5-12 (Linse, 2005:2). In

this paper, the term young learners here refer to children between 11- 12 years

old.

c. Young learners‟ classroom

In this study, young learners‟ classroom refers to a room where a class of

children is taught in sixth grade.

1.7 Organization of the Paper

This paper titled “Teacher‟s Feedback in EFL Young Learners‟ Classroom” is

presented into five chapters. Each chapter is divided into subtopics that will

elaborate the investigated issues.

(15)

This chapter covers background, statements of problems, aims of the research, the

scope of the research, significance of the research, clarification of terms, and

organization of the paper of the research titled teacher‟s feedback in EFL young learners‟ classroom.

Chapter II: Theoretical Foundation.

This chapter provides the review of theories and concepts which are related to the basis of teacher‟s feedback as the research problem. It consists of the nature of feedback, learners errors, students‟ responses and related previous studies. All of them will serve as the fundamental references in conducting and analyzing the research about teacher‟s feedback in EFL young learners‟ classroom.

Chapter III: Research Methodology.

This chapter discusses purpose of the study, research site and participants,

research design, data collection technique, and data analysis.

Chapter IV: Findings and Discussions.

It explores the findings of the research titled teacher‟s feedback in EFL young learners‟ classroom and those findings will be analyzed in discussion clearly. Chapter V: Conclusions and Suggestions

This chapter contains the interpretation of the research in form of the conclusion and delivers some suggestions regarding teacher‟s feedback for further research.

1.8 Concluding Remark

This chapter has discussed introduction of research titled „teacher‟s

feedback in EFL young learners‟ classroom‟. The importance of corrective

feedback in the classroom was basis of the research. Thus, descriptive study was

conducted to find out corrective feedback types that can enhance students‟ L2 development and the students‟ response toward the teacher‟s feedback. In giving brief explanation of the whole paper, organization of the paper is explained at the

(16)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSIONSAND SUGGESTIONS

This chapter presents the conclusions and suggestions of this research. The

conclusions are formulated from the research findings, while suggestions provide

some ideas addressed to English teachers and further research related to teacher’s

feedback.

5.1 Conclusions

This study was aimed to investigate the teacher’s feedback toward students’ erroneous utterance in EFL young learners’ classroom and what the students’ responses toward the teacher’s feedback. The analysis of teacher’s feedback in EFL young learners’ classroom was based on the corrective feedback framework developed by Lyster&Ranta (1997) which focused on correcting students’

erroneous utterance.

The conclusion regarding to the study can be drawn as follows. Firstly, there were six feedback types used by the teacher in correcting students’ erroneous utterance. It included using explicit feedback, recast, clarification

request, metalinguistic clues, and elicitation technique. The most feedback used

by the teacher was recast, which accounts for 40% of all feedback types.

Meanwhile the two most successful feedback that lead to uptake were elicitation

technique and metalinguistic clues which resulted 92% of repair response and did

not result no uptake. Recast as the most feedback used only resulted 15% of repair

response and 85% of no uptake.

Secondly, according to the finding result, it was revealed that there were three types of students’ responses. It included repair responses, needs repair response, and no uptake. Repair responses and needs repair response are

considered to be the positive response toward the feedback given because the

students notice their mistake and attempt to repair it. No uptake is considered to

(17)

The percentages of each response are 53% for repair response, needs repair

response 9% and 38 % for no uptake. It means over half the students successfully

repair their error.

Feedback are viewed by both teacher and students as an important thing in

teaching learning process. In terms of corrective feedback, it is believed that this

feedback type is facilitating student in language learning development since the

student figures out what is wrong with her or his initial utterance and tries to

produce a better utterance.

In terms of students’ response toward the teacher’s feedback, it is revealed that the students were expected to be corrected by the teacher so that they know

how well their effort in learning English. Providing students with feedback can

motivate students to be more active in the classroom.

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 is. By knowing it, the feedback will be

given appropriately. When giving the feedback, the teacher should consider the students’ difference characteristic so that the students can have beneficial effects on learning. It is suggested that in correcting students’ erroneous utterance, the teacher should give implicit feedback rather than explicit feedback because it will draw students’ attention of what error that has been made and attempt to repair it. This situation is believed to be beneficial for student L2 development.

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 correcting students’ erroneous utterance, for further research the writer suggest that analyzing the teacher’s feedback will be focused on other aspect. Then the

choosing for the teacher should be considered well since the teacher is the main

(18)

period. It is hoped that the researcher can gather more data and have much time to

(19)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES

Aditya. (2009). Teacher’s questioning strategies in an EFL

classroom.(Unpublished Research Paper UPI). Universitas Pendidikan Indonesia, Bandung.

Airasian, P., Mills, Geoffrey E., & Gray, L. (2006). Educational research: Competencies for analysis and applications (8th edition). New Jersey: Pearson Education, Inc.

Alcon, E. & Garcia Mayo, M.P. (2008). Incidental focus on form and learning outcomes with young foreign language classroom learners. [Online].

Available in

http://www.elebilab.com/documentos/archivos/publicaciones/2_AlconGar ciaMayo08.pdf. Accessed on April 30, 2013

Alwasilah, A. C. (2002). Pokoknya kualitatif: Dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta: Pustaka Jaya

Ayushveda. (2011). The importance of feedback in improving your child’s

confidence.[Online]. Available in: http://www.ayushveda.com/womens-magazine/importance-of-feedback-in-developing-your-childs-confidence/. Accessed on April 20, 2011.

Brookhart, M.S. (2008). How to give effective feedback to your students.[Online]. Available in: http://www.Types-of-Feedback-and-Their-Purposes.aspx.htmAccessed on September 27, 2011.

Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd edition). New York: Longman.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousands Oaks CA: Sage Publications, Inc.

Crookes, G. & C. Chaudron (2001). Guidelines for classroom language teaching. [Online]. Available in: http://sls.hawaii.edu/Gblog/wp-content/uploads/2011/08/Crookes-Chaudron-2001-guidelines.pdf.

Accessed on September 16. 2013.

(20)

Freestone, N. (2012). The use of semi-structured interview in pedagogical

research.[Online]. Available in:

http://www.heacademy.ac.uk/assets/documents/disciplines/biosciences/20 12/LeicesterPedR/Freestone.pdf. Accessed on December 13, 2013.

Halliwell, S. (1992). Teaching english in the primary classroom. Harlow:

Hattie, J. & Timperley, H. (2007). The power of feedback.Review of Educational Research, 77, 81-111. doi:10.3102/003465430298487

Heift, T. (2004). Corrective feedback and learner uptake in CALL. ReCALL, 16,

416-431. doi:10.1017/S0958344004001120

Hunt, G.H, Touzel, T.J, & Wiseman, D. (2009). Effective teaching: Preparation and implementation (4th edition).Illinois: Charles C Thomas Publisher.

Juhana, (2012). Psychological factors that hinder students from speaking in english class.Journal of Education and Practice, 3(12), 100-110. Retrieved from

http://www.iiste.org/Journals/index.php/JEP/article/download/2887/2913.

Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. [Online]. Available in

http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html Accessed on May 12, 2012.

Kim, J.H. (2005). Issues of corrective feedback in second language acquisition.Working Papers in TESOL & Applied Linguistics, 4(2),1-24.

(21)

http://journals.tc-Winda Fitria, 2014

Lyster, R. & Ranta, L. Corrective feedback and learner uptake: Negotiation of form in communicative classroom.Studies in Second Language

Acquisition, 20, 37-66.Retrieved

fromhttp://www.people.mcgill.ca/files/roy.lyster/Lyster_Ranta1997_SSLA .pdf.

McMillan, J.H. & Schumacher, S. (2001). Research education: A conceptual introduction (5th edition). New York: Longman.

Moinzadeh, A. & Rassaei, E. (2011). Investigating the effects of three types of corrective feedback on the acquisition of english wh-question forms by iranian EFL learners.English Language Teaching, 4, 97-106.doi:10.5539/elt.v4n2p97

Nicholas, A. (2013). Error correction and feedback: investigating frequency and types of feedback in the EFL classroom. The Journal of Kanda University of International Studies. 25, 79-94. Retrieved fromhttp://www.kandagaigo.ac.jp/kuis/about/bulletin/en/025/.

Nicol, D. & Macfarlane-Dick, D. (2004). Rethinking formative assessment in HE: A theoretical model and seven principles of good feedback practice.

[Online]. Available in

http://www-

new1.heacademy.ac.uk/assets/was%20York%20-%20delete%20this%20soon/Documents/ourwork/tla/assessment/web0015 _rethinking_formative_assessment_in_he.pdf. Accessed on September 16, 2013

Nunan, D. (2005). Practical english language teaching: Young learners. New York: McGraw-Hill

Nunan, D. (1992). Research method in language learning. Cambridge: Cambridge University Press

Phillips, S. (1993). Young learners. New York: Oxford University Press

Pinter, A. (2006). Teaching young language learners. New York: Oxford University Press

Rydahl, S. (2006). Oral Feedback in the English Classroom Teachers’ Thoughts

and Awareness. [Online]. Available

in:http://www.essays.se/about/Susanna+Rydahl/. Accessed on April 21, 2011.

(22)

Semans, L. (2010). Teacher feedback: It's all in how you say it.[Online]. Available in: http://www.suite101.com/content/teacher-feedback-its-all-in-how-you-say-it-a292594. Accessed on August 5, 2011.

Siewert, L. (2011). The effects of written teacher feedback on the academic achievement of fifth-grade students with learning challenges. Preventing School Failure. 55,17-27. doi:10.1080/10459880903286771

Slattery, M.& Willis, J. (2001). English for primary teachers. : A handbook of activities and classroom language. New York: Oxford University Press.

Stake, R.E. (2010). Qualitative research: Studying how things work. New York: Gullford Press

Sugiyono. (2008). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: Alfabeta

Suzuki, M. (2005). Corrective feedback and learner uptake in adult ESL classrooms.Working Papers in TESOL & Applied Linguistics, 4(2),

1-21.Retrieved from

http://journals.tc-library.org/index.php/tesol/article/view/58.

Vercauteren, C.D. (2005). Feedback in new zealand classrooms: Do students get the message?. Practical Research for Education,41, 29-36.Retrieved fromhttp://researcharchive.vuw.ac.nz/bitstream/handle/10063/181/thesis.p df?sequence=2.

Volker, L &Wu, H. (2009). The Use of Theory in Qualitative Approaches to Research: Application in End-of-Life Studies. [Online]. Available

in:http://www.ncbi.nlm.nih.gov/pubmed/19941553. Accessed on

September 21, 2011.