TEACHERS’ BELIEFS TOWARD POSITIVE ORAL
FEEDBACK
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Mikha Bimantara Warsito 112009075
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
TEACHERS’ BELIEFS TOWARD POSITIVE ORAL
FEEDBACK
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Mikha Bimantara Warsito 112009075
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013. Mikha Bimantara Warsito and Anita Kurniawati, M. Hum
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners of the English Department, Faculty of Language and Literature, SatyaWacana Christian University, Salatiga.
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Name : Mikha Bimantara Warsito Student ID Number : 112009075
Study Program : English Department Faculty : Language and Literature Kind of Work : Undergraduate Thesis
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TEACHERS’ BELIEFS TOWARD POSITIVE ORAL FEEDBACK along with any pertinent equipment.
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TABLE OF CONTENT
Oral Feedback and Positive Oral Feedback 5
Teacher Actions 6
THE STUDY 7
Context of the Study 7
Participants 8
Instrument of Data Collection 8
Procedure of Data Collection 9
Data Analysis 10
DISCCUSSION 10
Positive Oral Feedback Can Reinforce Students’
Motivation in Learning Process 10
The Teachers Frequently Give Positive Oral Feedback to Students 14 Positive Oral Feedback Can Influence Students’ Performance 15 The Culture Did Not Impact the Teachers’ Beliefs 17
CONCLUSION AND PEDAGOGICAL IMPLICATION 19
ACKNOWLEDGEMENT 21
REFERENCES 22
Teacher’s Beliefs toward Positive Oral Feedback
Mikha Bimantara Warsito
ABSTRACT
This study explores ten teachers in English Language Teaching Department of Faculty of Language and Literature in Satya Wacana Christian University about their beliefs toward positive oral feedback. This study is needed because there are only few teachers aware about the advantages of positive oral feedback. The data were collected from interviews which was semi structured. The finding illustrated the participants’ beliefs toward positive oral feedback, such as what is the participants’ understanding about positive oral feedback, when they use it also about the relationship between the culture and their beliefs. All the participants appeared to give positive oral feedback to the students in every meeting, because they have learn English also learn the culture (Brook, 1964), and the native cultures of English is giving positive oral feedback to students (Stromquist, 2007). Implication for participants’ beliefs toward positive oral feedback is made in the end of the paper.
Key word: English language, Feedback, Positive oral feedback, Beliefs, Teacher Beliefs.
INTRODUCTION
example: when students make mistakes and people who notice his / her mistakes, then students will feel very embarrassed and. It become even worse when students get negative feedback from their teacher and friends. Zainab (2012) also stated that the average of Indonesia teachers provides additional tasks to work in the classroom, rather than giving oral feedback to students. She also found that it was done by the teachers just to spend time learning. Utama (2010) suggested to the teachers through an article he wrote, to give [oral] feedbacks to the students rather than just to give students the results in the form of numbers or letters without any feedbacks to the students. Oral feedback can be more meaningful for the self-development of the students. Students' self-development is needed because it has an important role of positive oral feedback that are given by teachers. Besides that, it should take consistency on giving positive oral feedback in order to maximize students’ self-development (DeNisi & Kluger, 2000).
view the findings contained in this study and could reflect it for themselves then hopefully they could use positive oral feedback in teaching and learning activities in the classroom. It has been shown that positive oral feedback can influence motivation, satisfaction and performance (DeNisi & Kluger, 2000; Gregory, Levy & Jeffers, 2008). So, students can be motivated to keep on learning and correct the previous mistakes they’ve made.
The main purpose of this study is to identify the teachers’ belief about the positive oral feedback given to students. It seeks to gain understanding of teachers’ perceptions about oral feedback especially positive oral feedback. It also discovers the teachers’ beliefs towards positive oral feedback in their teaching process. By knowing that, we can figure out the challenge have regarding their belief about the use of positive oral feedback.
LITERATURE REVIEW
Beliefs
The Role of Feedback
In education, feedback is one aspect that is quite important to increase the students (DeNisi & Kluger, 2000). Therefore, feedback is very important. Schank and Cleary (2009) said about the role of Feedback:
“Students need to get feedback as they work. What specific feedback they need depends, of course, on exactly what they are doing and how they are doing it… Schools tend to not be very good at giving students the feedback they need. Sometimes, the only feedback a student gets is a grade. When students do get feedback that has some content to it, it's typically because they get it during class discussion when all the students are getting the same feedback at the same time.”
Schank and Cleary stated really clear that we should know that students need to get feedback from their teachers. However, teachers do not provide guidance such as feedback because they do not know about the role of feedback. Then, the school as the place to learn and teach about the importance of understanding the role of feedback does not know how to give feedback. Therefore, the school cannot provide feedback on the students when the students need it. Even though, sometimes students have received feedback, the only form of feedback is grades of what they have done without knowing their mistakes or without getting complement from the teacher or school. On the other hand, students get the same feedback in one class at the same time that make students feel confused about what to do.
Positive Feedback
respond, the teacher gives positive oral feedback to students as "good job, needs to be improved in these parts" or "excellent", "good", etc (Ellis, 2009). She also stated that a good reinforcement for students is positive feedback, because then students can be motivated to learn more (DeNisi & Kluger, 2000).
Oral Feedback and Positive Oral Feedback
Some studies believe that when teachers give positive oral feedback to students, it may impact both on the learning process and final result of the students. However, when teachers do not give positive feedback orally and only give negative feedback to their students or even not giving any feedback at all, it will cause the students lost their motivation and become lazy to study whether it's at school or at home (Steels, 2000; Reigle, 2008; OECD, 2011; Seiwert, 2011). Sadler (1989) has observed that when the source of achievement information is external to the learner, it is associated with feedback. However, when the student generates the relevant information, the process is part of self-monitoring. The teacher, through the feedback process, plays an important role in facilitating “the transition from feedback to self- monitoring” (Sadler, 1989, p. 122). Therefore, teachers need to understand the use of positive oral feedback appropriately. When positive oral feedback is given in the right manner, students can develop their skills. Later on, when the students are used to get a positive oral feedback from teachers, they can learn by themselves and are not dependent on the teachers’ explanation. They know what is right and wrong and can develop their own knowledge.
Teacher Actions
whether teachers often give positive oral feedback, negative feedback, or even not providing any feedbacks at all.
According to what was written by Utama (2010), there are three aspects that teachers need to know while giving positive oral feedbacks that can be better to develop. The aspects are to (1) focus on learning goals (2) give oral feedback as often as possible, and (3) provide in depth explanation. The three aspects of the teachers could use positive oral feedback more sufficiently.
THE STUDY
Context of the Study
The setting of the study is an English Language Teaching Department (ELTD) of Faculty of Language and Literature at Satya Wacana Christian University. It is located in the small town of Salatiga, Central Java, Indonesia. ELTD is not only providing an integrated English course, but also provides courses for every skill, such as Grammar, Speaking, Writing, Reading and Listening. I choose speaking course because in speaking course teachers hbe big opportunities to give positive oral feedback. Activities and projects in this course are designed to pay attention the use of language process in daily communication. A further reason for selecting this speaking course is because teachers have big opportunities to give oral feedback in speaking class.
Participants
English Language Teaching Department who teach speaking class [Interpersonal Speaking, Transactional Speaking and Public Speaking]. For whole semester, the teachers have big opportunities to give oral feedback to the students because they teach speaking skills for their students and the tendency to give oral feedback is also big.
Instrument of Data Collection
The interview is used to address the teachers’ beliefs toward oral positive feedback. Interview was chosen to get more depth data from the participants about the topic. The interview questions included the definition of oral positive feedback, advantages and disadvantages of oral positive feedback; teacher’s preferences concerning oral positive feedback and their previous experience in giving oral positive feedback.
A Semi-structured interview was adopted for the study. The interviews took about 15-20 minutes on average subsequently recorded then transcribed. Semi-structured interview was chosen to get more data from the participants and to make the participants willing to talk and share their opinion about the topic.
concentrated on how they see the effect of oral positive feedback in their teaching, whether they see it as beneficial or not.
Procedure of Data Collection
To conduct the research, I had to do some steps as following: 1. I gathered information of language and identity by reading books which
available in the library also by retrieving data from the internet.
2. I arranged appointment with the participants. It was used to piloting and determines whether the questions that I have prepared can be used and the data that I will get is reliable enough.
3. I arranged appointment with the participants. It was used to find the subject or participant for collecting the data related to language and identity. Interview is as data gathering instrument used to collect data that permits a level of in-depth information gathering, free response, and flexibility that cannot be obtained by other procedures (Seliger & Shohamy, 1989, pp.166-168). I let the participants choose the time when the interview will be held.
4. I recorded the interviews. The interview took 10 minutes on average and were recorded and transcribed. I prepared a list of questions in English.
I analyzed the data. After conducting the interview, I transcribed the recorded interviews to make it easier for analyzing the data.
Data Analysis
of teachers towards positive oral feedback in each of their teaching time. Therefore, I classify the discussion into four themes that can be discussed in this study: (1) teachers' understanding towards positive oral feedback, (2) the frequency teachers give positive oral feedback, (3) the advantages and disadvantages of positive oral feedback, and (4) relationship with the culture of teacher beliefs.
DISCCUSION
Positive Oral Feedback Can Reinforce Students’ motivation in Learning
Process
Positive feedback is a feedback given by teachers to students in order to provide reinforcement in terms of learning. A good reinforcement for students is positive feedback, because then students can be motivated to learn more (DeNisi & Kluger, 2000). All of participants had similar understanding toward positive oral feedback. This understanding is best represented by teacher 1:
Teacher 1
“It is kind of positive feedback given by the teacher in the class room especially at the time of speaking class by talking to the students orally; I mean giving feedback to improve students’ ability in speaking skill by talk to or giving feedback to the students orally. Here I'd like to emphasize the teacher don't need to emphasize the mistake made by the students instead give the positive feedback to improve their speaking. I mean to "forget" students’ mistake” (Teacher 1, interview, December 12th 2012)
mistakes made by students but we had to support to be able to "forget" his mistakes in order to correct mistakes he had done. The term “forget” said by teacher 1 is a term used to explain that the mistakes made by students can be eliminated or “forgotten” by providing a positive oral feedback to students. So, students can replace the previous knowledge with the correct one and then "forget" previous mistakes. It is because the students need positive oral feedback. It is also described by Schank and Cleary (2009) that students are in the need to feedback to find out what the student should do to correct their mistakes. All of participants also use a few of words to motivate students to improve their ability. When students make a mistake, they always use the words: excellent, good, very interesting, etc to appreciate students’ works. Then, they also provided constructive feedback to the students in order to justify this mistake; this understanding is best represented by teacher 2:
Teacher 2
“In my opinion positive oral feedback is a form of giving appraisal or comments or critics to the students given in the situation of teaching and learning in the classroom. In my personal point of view critics doesn't necessarily mean it is negative things, because critics can also be in the form of positive like what we called like constructive feedback, so it does not necessarily pointing the negative points of the students but it also give what are thinks that can be improved from the students.” (Teacher 2, interview, December 12th 2012)
non-judgmental, based on observed and specific behaviors, include positive and constructive feedback, and promote self-assessment.”
Blanco (2008) added that “constructive feedback helps identify solutions for areas of weakness by looking at “what can be improved” rather than focusing on “what is wrong.” From what has been added by Blanco, teacher 2 had the same understanding where constructive feedback was not focusing on the mistake, but rather focus on what can be improved from the students. It is because constructive feedback is to provide solutions that can improve the student's ability.
Schank and Cleary (2009) said that “Students need to get feedback as they work.” It indicates that the students actually need positive feedback [oral] to enable them to correct their mistakes. All participants stated that for them, giving positive verbal feedback is very important. Teachers 6 have an idea that can be representative of all of the answers from all the participants.
Teacher 6
“this is very important I say that because Like in class a we need to build good communication with our students and if a we are not like a talking at all I mean just silent in we just give instruction and instruction but we don’t give like feedback and complement like that than a the atmosphere will not good I mean as the teacher the teaching learning process in the class well be not as good as if the teacher give comment or a positive oral feedback. In the building the class atmosphere and environment I thing is very important to give oral positive feedback.” (Teacher 6, Interview, December 12th 2012)
Referring to the answer of teacher 6, there are similarities in what Utama (2010) state for the teacher as suggestions in order to make teachers know about the significant of positive oral feedback:
that given by teachers, not only that, it should take consistency in giving positive oral feedback to students in order to maximize students’ self-development.”
From what had been revealed by Utama (2010) and all the participants, positive oral feedback factually is very important to give, because students can develop themselves from the positive oral feedback that is given by the teacher. In addition, positive verbal feedback can also make students and teachers comfortable due to good interaction between teachers and students. It is because if the teacher gives positive verbal feedback to students, they can monitor themselves also can discuss with friends or teacher to be able to correct mistakes.
The Teachers Frequently Give Positive Oral Feedback to Students
From research conducted by Yulianto (2012), there are many Indonesia teachers who do not understand the advantages of positive feedback, so they rarely give positive oral feedback on their students. Aliyyu (2012) stated that the actual oral positive feedback is needed by the students. However, as found by Yulianto (2012), there are many teachers who regard oral positive feedback is not important, because they probably do not know the benefits of positive oral feedback. Therefore, the answers from all participants were interesting to discuss. Where some of the teachers gave varied answers, 9 of 10 teachers have similar idea, and we can see the explanations that best presented by teacher 2 and teacher 10:
Teacher 2
Teacher 10
“Of course every assignment, and every activities in the class” (Teacher 10, interview, February 15th 2013)
From the answer given by teacher 2 and 10, we can see that the statement of Aliyyu (2012) and Yulianto (2012) did not happen in English Language Teaching Department of Faculty of Language and Literature in Satya Wacana Christian University. It is because 9 of 10 teachers explained that they always give positive feedback as many as possible to students in the classroom. It may be because they have to learn English, which is not only learned the language, but also to learn about the English culture (Brook, 1964). Teachers in Indonesia rarely give positive oral feedback to students (Zainab, 2012; Aliyyu, 2012). Zainab (2012) added that it is one of Indonesia's cultures that rarely give positive oral feedback, where the focus is more on the mistake. It was revealed by teacher 6, who said:
Teacher 6
“Well may be like some of my teacher in senior high school, may be they also do that to students” (Teacher 6, Interview, December 12th 2012)
So, according to the teachers 6, the statement of Zainab (2012) and Aliyyu (2012) may happen in high school or junior high school, where teachers may not be aware of the importance of positive oral feedback.
Positive Oral Feedback Can Influence Students’ Performance
the previously mistakes they made. All the participants said that the advantages of positive oral feedback can affect motivation and performance of students in the learning process. This idea is best represented by teacher 5:
Teacher 5
“It could increase students’ motivation in learning or help them in learning in speaking one day. So they know what they do or should not do or say, especially are about to keep their motivation higher or to motivate them. That’s I think about the advantages about positive oral feedback.” (Teacher 5, interview, March 23rd 2012)
As said by the teacher 5, that the benefits of positive oral feedback is to motivate students to be able to do something better in the future, one of which is the end result of learning, the final value. It can have an impact both on the learning process and final result of the students (Steels, 2000; Reigle, 2008; OECD, 2011; Seiwert, 2011).
Positive oral feedback also provides good impact for students in terms of improving students' ability to especially the speaking skills. The teacher gave compliment to the students because they are doing something, even if it is wrong. Through it, teachers could boost students' spirit to keep trying. Teacher 7 expressed the same idea:
Teacher 7
“In speaking classes, the meaning of oral positive feedback in my opinion is giving complement or something positive or nice about the students’ speaking either finding one thing that they have done well, even not everything done well. And even if they did hardly anything well, still I think oral positive feedback can be given to boost their spirit to make them more convenient and positive about their speaking.” (Teacher 7, interview, February 12th 2013)
spirit to be able to fix their mistakes, for a good reinforcement. In addition, students will feel comfortable in the class because every job the students did will get an appreciation of teachers such as complement. Reinforcement such as complement is an event that changes behavior. In the classroom, reinforcement occurs as teachers manage the environmental events that follow students' desired ways of behaving so to increase the strength and future likelihood of that behavior (Reeve, 2009). So, students will feel that their efforts in doing something can produce something right, even not all of them right, then, the students will feel more eager to do other activities with more seriously.
On the other hand, there are also disadvantages. In this case all the participants gave varied answers, where there are some of the same answers. However, there are also a few different answers. One of the answers is about the disadvantages on using positive oral feedback that was said by the teacher 10:
Teacher 10
“Sometime students become big headed because of too many positive oral feedbacks given to them.” (Teacher 10, interview, February 15th 2013)
The answer explains that if the positive feedback is too much in use, some students will probably be a big head and will cause students underestimate the lessons because they felt that they could do it, although, what they was doing maybe wrong.
The other answers are quite different is that it says, by teachers 9: Teacher 9
What the teacher 9 is very reasonable. Since positive oral feedback provided by the teacher can only be heard, it causes a positive oral feedback is easy to forget. However, the teacher 9 provides a solution. He reminded students about feedback she had given at the previous meeting so students can remember the positive oral feedback.
The Culture Did Not Impact the Teachers’ Beliefs
Jenkins (2006) found the Asian culture that “We have a tendency in Asian cultures not to praise people, thinking it will lead to complacency or big-headedness. Often, the assumption is unless someone tells us we’re doing something right, it must be OK”. As has been said by Jenkins (2006), we can know that the tendency in Asia culture is not praising someone when doing something right. Traditionally, the EFL teaching in most Asian countries is dominated by a ‘teacher-centered method’ also teacher-centered is more focus on lecturing or delivering the material without giving any feedback (Liu & Littlewood, 1997).Teacher-centered is more focus on lecturing or deliver the material without giving any feedback. That culture looks very good; however, that culture it also has a negative side The culture does look good because teachers can lead their students to learn from what teachers know. On the other hand, that would lead to a one-way process of teaching and be difficult to develop students' skills maximally. Teachers 8 had thought similar to what were said Jenkins and Liu & Littlewood, it is also her experience:
Teacher 8
We can see from what the teacher 8 said about the teacher in Indonesia that less thinking about the needs of students on the positive oral feedback. However, it happens because the existing culture like Liu & Littlewood (1997) stated that in Asia is still dominated by teacher-centered method. it is different with teachers in English Language Teaching Department of Faculty of Language and Literature in Satya Wacana Christian University who has studied and taught in English, because when they learn English, they also gain knowledge of the culture of the English (Brooks, 1964).
However, there are still many teachers who may not understand the role of positive oral feedback for students who are in period of learning. Teachers rarely provide positive feedback to the students because the existing Asian culture and that is also impacting Indonesia (Zainab, 2012). One of the participants had a pretty interesting answer for discussion about Zainab (2012) statement. The idea originated from the 10 teachers who said:
Teacher 10
“I can understand why teacher given only the negative feedback. Because they want to underline the mistake and some people only see the mistake. In a way is good, so the students know right away, but, of course it depends on the frequency if you say all the time it becomes bullying. But teacher who never give feedback I don’t understand. Because I think at least you have to give compliment.” (Teacher 10, interview, February 15th 2013)
more. It is because the teacher’ misunderstanding about the usefulness of positive oral feedback since the culture is not accustomed give positive feedback to others.
CONCLUSION AND PEDAGOGICAL IMPLICATION
The purpose of this study is to identify theteachers’ belief about the positive oral feedback given to students. It seeks to gain understanding of teachers’ perceptions about oral feedback especially positive oral feedback which is rarely used. It also discovers the belief of teachers towards positive oral feedback in each of their teaching time. By knowing that, we can figure out the challenge they have regarding their belief about the use of positive oral feedback.
their skills. Sometimes, some participants found that there are some students who bigheaded and easily forgotten when received positive oral feedback.
The second major finding is the participants believe that providing positive oral feedback on student can improve students' learning abilities. Similar to the DeNisi & Kluger (2000) and Sadler (1989) positive oral feedback is one of way in which teachers can appreciate the work that has been done by the students. Positive oral feedback is also one good way to keep the spirit of learning and motivate students to be able to continue to work harder to improve their ability with conduct self-monitoring. All participants confirmed that through positive oral feedback that provided by the teacher can make students improve their skills. Students can improve their skills because students feel that what they do has meaning, then, they get the motivation and passion to continue to fix their mistakes.
However, this study still has limitations. The first limitation is the context used in this study only in the context of the faculty of language and literature at the Satya Wacana Christian University. Broader context will make the research better. The second limitation is the background of the participants, who are mostly English teacher. Therefore, having participants who have different backgrounds in this study would be more valuable.
feedback to students, because of positive oral feedback is needed by students (Sadler, 1989; Utama, 2010). It can help teachers, not only English teachers but also teachers of other subjects, to be able to provide positive oral feedback to students so that students can be motivated to develop their skills and to fix their mistakes in the lesson.
ACKNOWLEDGEMENT
First of all, I would like to thank to Jesus Christ for all His blessing, joy and strength in my lifetime. Also, I would like to express my deepest gratitude to my thesis supervisor, Anita Kurniawati, M. Hum who was abundantly giving me valuable time, assistance, and guidance. My gratitude is also due to my examiner, Christian Rudianto, M. Appling for his willingness to read and examine my thesis. I also thank to all my participants in Faculty of Language and Literature at Satya Wacana Christian University; for their precious contributions. The loveliest thanks also go to my beloved family for the endless love and prayers throughout my study. For Mrs. Irene Talakua, thank you for the support. Also to all ED Lectures, NINERS’ family and my beloved best friends: Anita, Diane, Raras, Krisma, Riris, Dewanti, Bintang, Ricky, Yayas, and all my friends who
supported in this Study, I would never forget every precious moment we have shared together. I also would like to Naomi for all the support that make me always did this Study. God always be with you.
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APPANDIX
List of Interview Questions
1. What is the meaning of oral positive feedback according to you? 2. What is your opinion toward oral positive feedback?
3. How often do you give oral positive feedback to your students? 4. Can you explain the advantages of positive oral feedback? 5. Can you explain disadvantages of positive oral feedback?
6. Do you think Positive oral feedback is important? If so explain why? 7. “Teachers are rarely given positive oral feedback to their students” what is
