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TYPES OF FEEDBACK USED BY ENGLISH TEACHER ON
STUDENTS’ WRITING AT SMA N 15 PADANG
Hari Syaputra*), Mayuasti, M. Pd **), Rika Afriyanti, M. Pd ***)
*) Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat.
Email:
harisyaputra14@gmail.com
**) Staf Pengajar Program Studi Pendidikan Bahasa Inggris, STKIP PGRI
Sumatera Barat.
Email:
mayuasti@gmail.com
***) Staf Pengajar Program Studi Pendidikan Bahasa Inggris, STKIP PGRI
Sumatera Barat
Email:
rikaafriyanti21@gmail.com
ABSTRACT
Background knowledge of this research is the students have low motivation and less interactive in creating English text because they feel less satisfy toward feedback that is given by the teacher on their writing task. So, the English teachers in SMA N 15 Padang especially who teach at the eleven grade effort to do new things in giving feedback on students’ writing. Therefore, purpose of this research is to analyze types of feedback used by English teacher on students’ writing at the eleventh grade in SMA N 15 Padang. Implementation of this reseearch is to find out information about feedback that had been used and how teacher apply in giving feedback that had been seen from teaching writing process is. Next, approach of this research is qualitative research and method is used in this research is descriptive. In choosing the participants, the reseacher uses total sampling technique.There are two English teacher who teach at XI IPA and XI IPS each in SMA N 15 Padang. So, the reseacher dicides all of the English teachers who teach at the eleventh grade in SMA N 15 Padang. In collecting the data, the reseacher does observation in classroom to know how feedback used by English teachers who teach at the eleventh grade on students’ writing and uses two instruments, they are observation checklists and field notes. The data are gotten from all of English teachers who teach at the eleventh grade consists are two teachers in SMA N 15 Padang. Then, the reseacher observes four classes of each two classes who teach by teacher A at XI IPA and teacher B at XI IPS, two classes with teacher A which are XI IPA 3 and XI IPA 4 and two classes with teacher B which are XI IPS 1 dan XI IPS 2. When did observation by using observation checklist and field notes, the reseacher observes all of teacher’s activities in classroom and notes suitable things with the indicators from feedback’s theory that found. So, the reseacher gets all of the data about the teacher uses feedback on students’ writing during teaching English writing.The result of this research is found that English teachers at the eleventh grade in SMA N 15 Padang had used feedback and had applied some indicators of type of feedback very well. Based on the data are gotten by the researcher, it is found that English teacher in SMA N 15 Padang had used some indicators from each types of feedback. Types of feedback used by English teacher on students’ writing at the eleventh grade in SMA N 15 Padang, which are teacher writen feedback, peer feedback, and teacher-students conferrencing feedback. Although, English teachers did not used one of indicators but there, feedback has been running very well. So, it could be interpreted that English teachers in SMA N 15 Padang had used feedback on students’ writing and suitable with the material of writing that will be learned. The teachers also are able to make the students be more active and be more interactive in teaching writing process itself and to improve the students’ ability for creating English text and to express their ideas easily.
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ABSTRAK
Latarbelakang dari penelitian ini adalah siswa mempunyai motivasi yang rendah dan kurang interaktif dalam membuat teks bahasa Inggris karena mereka mersa kurang puas terhadap feedback yang diberikan oleh guru dalam tugas menulis mereka. Sehingga, guru bahasa di SMA N 15 Padang khususnya yang mengajar dikelas sebelas berupaya untuk melakukan hal baru dalam memberikan feedback didalam tulisan siswa. Oleh karena itu, penelitian ini bertujuan untuk menganalisa jenis- jenis feedback yang digunakan oleh guru bahasa Inggris didalam tulisan siswa dikelas sebelas di SMA N 15 Padang. Pelaksanaan dari penelitian ini adalah untuk menemukan informasi tentang feedback yang telah digunakan dan bagaimana guru menerapkannya dalam memberikan feedback yang dilihat dari proses mengajar writing. Selanjutnya, pendekatan dari penelitian ini adalah qualitative research dan metode yang digunakan didalam penelitian ini adalah descriptive. Didalam memilih peserta, peneliti menggunakan total sampling technique. Ada 2 guru bahasa Inggris yang mengajar di kelas XI IPA dan XI IPS masing-masing di SMA N 15 Padang. Sehingga, peneliti menetapkan semua guru bahasa Inggris yang mengajar di kelas XI dan guru yang mengunakan feedback tersebut untuk dijadikan partisipan dalam penelitian ini. Dalam pengumpulan data, peneliti melakukan pengamatan didalam kelas untuk mengetahui bagaimana feedback yang digunakan oleh guru bahasa Inggris yang mengajar dikelas sebelas didalam tulisan siswa dan peneliti menggunakan dua instruments yaitu observation checklists dan field notes. The data yang diperoleh dari semua guru bahasa Inggris yang mengajar dikelas sebelas sebanyak dua orang guru di SMA N 15 Padang. Kemudian, peneliti mengamati 4 kelas masing-masing dua kelas yang diajarkan oleh guru A dikelas XI IPA dan guru B dikelas XI IPS, dua kelas dengan guru A yaitu dikelas XI IPA 3 dan XI IPA 4 dan dua kelas dengan guru B yaitu dikelas XI IPs 1 dan XI IPS 2. Ketika melakukan pengamatan dengan menggunakan observation checklist dan field notes, peneliti mengamati semua kegiatan guru didalam kelas dan mencatat hal-hal yang sesuai dengan dengan indikator dari teori feedback yang ditemukan. Sehingga, peneliti memperoleh semua data tentang guru yang menggunakan feedback didalam tulisan siswa selama pengajaran menulis bahasa Inggris. Hasil dari penelitian ini adalah ditemukan bahwa guru bahasa Inggris di SMA N 15 Padang telah menggunakan feedback dan menerapkan beberapa jenis-jenis feedback dengan sangat baik. Berdasarkan data-data yang diperoleh oleh peneliti, itu ditemukan bahwa guru bahasa Inggris di SMA N 15 Padang telah menggunakan beberapa indicator dari masing-masing jenis feedback. Jenis-jenis feedback yang digunakan oleh guru bahasa Inggris didalam tulisan siswa dikelas sebelas di SMA N 15 Padang adalah teacher writen feedback, peer feedback, and teacher-students conferencing feedback. Walaupun, guru bahasa Inggris tidak menggunakan salah satu indikator tapi disana, feedback sudah berjalan dengan sangat baik. Sehingga Sehingga, itu dapat diinterpretasikan bahwa guru bahasa Inggris di SMA N 15 Padang telah menggunakan feedback didalam tulisan siswa dan sesuai dengan materi menulis yang akan diajarkan. Guru juga mampu untuk membuat siswa menjadi lebih aktif dan menjadi lebih interaktif didalam proses pengajaran menulis itu sendiri dan untuk meningkatkan kemampuan siswa dalam menulis teks bahasa Inggris serta untuk menggungkapkan ide-ide mereka dengan mudah.
Key Word :Types of Feedback Used By English Teacher On Students’ Writing
INTRODUCTION
Feedback is the very important element in teaching writing so that students can be active and motivated in writing skill. Not only that, the writing process will become more effective and efficient by giving feedback because in giving feedback the teacher will correct the students’ task, questions, or understanding. Furthermore,
teacher gives feedback to students in order they get knowledge, attitudes and skills that is learnt from their teacher well. It means students’ writing will be better because they have received any responses from their teacher. So, to make clear of their writing the teacher should help to explain what they have to know when they are writing such as
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how to get idea, grammar, vocabulary, paragraph, sentence, etc.
Based on the researcher’s experience and the result of observations, the teacher in SMA N 15 Padang uses feedback in teaching writing to make student in order to be more interested and motivated in writing skill. The English teacher in SMA N 15 Padang said that giving feedback on students writing is important because it can improve their motivation and their writing ability. In SMA N 15 Padang the teacher has different ways in giving feedback on students’ writing. The teacher usually gives feedback in correcting students’ writing based on the ideas, grammar, vocabulary, sentence, mechanics and other components of writing, etc.
Referring to the explanation above, the researcher concludes that giving feedback on students’ writing is important because the students will know their mistakes and make their writing to be better and they will be more motivated in in writing skill because get more feedback from their teacher.
Besides that, it is important for the teacher to check as far as their understanding about their writing and their ability in making it. The teachers have the different types in giving feedback on students’ writing. They can use several of feedbacks in checking students’ writing there. By several of feedbacks, the students can write to be better in future. So, it becomes the reason why the researcher interests to analyze types of feedback used by the English teacher on students’ writing at the eleventh grade in SMA N 15 Padang academic year 2015/ 2016.
RESEARCH METHOD
In this research, the researcher applies Descriptive Qualitative Research because this research design is appropriate with this research. According to Gay and Airasian (2000:275), a descriptive research determines and describes the way things are.
They also state that descriptive qualitative research is useful for describing particular, localize setting and for exploratory analyses. The researcher chooses descriptive qualitative research because the researcher wants to describe about the types of feedback that are used by English teacher on students’ writing. To get the information about the data in this research, the researcher needs participants to conduct this study. The researcher taken the teacher as the participant. there are only two English teachers who teach English subject at the eleventh grade in SMA N 15 Padang, and then the researcher taken all of them as participants.
Instruments can be said is a tool for collecting the data in a research. Gay and Airasian (2000:145) explain that instrument is a tool or something that is used to collect the data. In this research, the researcher used observation as instrumentation to collect the data. According to Gay and Airasian (2000:211), observation could be divided into participant observer and non-participant observer. In doing observation, the researcher chooses non-participant observer. Then, the researcher used the observation tool that can help the researcher collects the data to get all information during observation process. There are some tools that can be used in observation such as field notes, checklist, recording tool and others. However in this research, the researcher uses observation checklist and field notes as instruments. After collecting the data, the researcher analyzes the data to answer the research question and get result of this research.
RESEARCH FINDINGS
As well stated on the previous chapter, there were some types of feedback used by English teacher on students writing at SMA N 15 Padang. They were, Teacher Written Feedback, Peer Feedback, and Teacher-Students Conferencing.
As a result by using observation checklist and field note. the researcher could gather the data that needed optimally. From
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the result observation checklist and field notes there were indicators was did and was did not by the participants. The result of research finding prove that types of feedback used by English teacher on students’ writing at the eleventh grade in SMA N 15 Padang academic year 2015/ 2016 is good since all the participans of the research used all of indcators.
CONCLUSIONS
Based on the research question that is stated in the chapter 1 previously, the purpose of the research is to describe types of feedback used by English teacher on students writting.
In collecting data, the researcher conducts this research in SMA N 15 Padang. It located in Padang. This research uses descriptive study as research design because the researcher describe types of feedback used by English teacher on students writting at eleventh grade students in SMA N 15 Padang academic year 2015/ 2016. There are two English teachers in that school. The researcher uses total sampling to determine the participant. There are two English teachers: Roza, and Dewi. The researcher took all of English teacher as participant in this research.
The data in this research is gotten by using observation for each respondent. It is chosen because the researcher wants to get in information about types of feedback used by English teacher on students writting. The researcher does observation by using observation checklist and field notes to collect the data. The indicators are provided based on observation checklist and field note. Which, the researcher develop the questions from respondents’ answer. After getting the information from participants, the researcher analyzes the data.
Related with research finding, the researcher concludes result of observation checklist and field note. Finally, the researcher finds various types of feedback teacher used in on students writting. In this research, the researcher focuses to analyze and describe types of feedback used by English teacher on students writting at eleventh grade students in SMA N 15
Padang academic year 2015/ 2016. It can be concluded that, the teachers in SMA N 15 Padang used types of feedback on students writting included:Teacher Written Feedback, Peer Feedback and Teacher-Students Conferencing.
After the researcher did to analyze about types of feedback used by English teacher on students’ writting, the researcher wanted insightful suggestion at this study. First, based on research, teachers must more efficient in giving feedback on students writing. So, the teacher should know when their must used a feedback especially in teaching writing because it will help them to provide self development in teaching writing and also can help the teacher to develop better their feedback toward their application in the class. Second, to collect the data the researcher only uses observation because of limitation of the time. However for the next researcher is hoped to use of richer method in data collection in other to it can help in presenting the richer data findings and deeper analysis. Third, since the study just limited the analysis types of feedback on student writing. So, this research can be a reference for the next research who wants to research, especially in the nature of types of feedback on students writing.
ACKNOWLEDGEMENT
This research is one of the requirements to get one (S1) degree at English Department of STKIP PGRI West Sumatera. After exceeding long process of research and study the researcher can fulfill this requiretments. The researcher expresses her gratutide to her advisors, Mayuasti, M.Pd and Rika Afriyanti, M.Pd who have given advice and helped the researcher to complete his thesis.
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