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English Education Study Program – STKIP West Sumatera [2016]
LECTURER’S CONSRUCTIVE FEED BACK IN TEACHING WRITING (A Descriptive Study at The Second Year students of English Department at STKIP
PGRI SUMBAR for Academic Year 2015/2016)
Uci Efendi, S.Pd1) Syayid Sandi Sukandi, M.A2) Astuti Pratiwi, M,Pd 3)
1 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun– Padang, [email protected], (1st Writer)
2 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun – Padang, [email protected], (2nd Writer)
3English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun– Padang, [email protected], (3rd Writer)
ABSTRACT
This research aimed to describe about type of constructive feedback which lecturer used in teaching writing at the second year students English Department at STKIP PGRI SUMBAR for academic year 2015/2016. This research used descriptive qualitative. Sources of data for this research were students’daily writing task who take writing III subject for English Department. The data would be analyzed based on type of constructive feedback that lecturer gave in students’ daily writing task. This research used purposive sampling technique by taking documents that had constructive feedback that lecturer did continuously. The data in this research collected through document checklist. Based on the data which got during the research, the researcher concluded that lecturer who teach writing III subject at second year students for academic 2015/2016 of English Department at STKIP PGRI SUMBAR provided and implemented the constructive feedback to improve, build, and create students’ idea in writing an essay. Thus, the result of this research hot the data were; explicit, recast, and elicitation. Based on the data by document checklist can be concluded that lecturer used explicit, recast and elicitation in providing constructive feedback in teaching writing.
Penelitian ini bertujuan untuk menjelaskan tentang tipe – tipe constructive feedback yang digunakan dosen dalam mengajarkan mata kuliah writing III terhadap mahasiswa tahun ke dua program studi bahasa Inggris di STKIP PGRI SUMBAR periode 2015/2016. Penelitian ini adalah penelitian descriptive qualitative.
Sumber data dari penelitian ini adalah tugas harian menulis mahasiswa yang mengambil matakuliah writing III untuk program studi Bahasa Inggris. Data yang diambil akan dianalisa berdasarkan tipe constructive feedback yang diberikan dosen terhadap tugas harian tersebut. Penelitian ini menggunakan purposive sampling technique yaitu dengan mengambil beberapa dokumen yang memiliki tipe constructive feedback yang dilakukan oleh dosen secara berkelanjutan. Data dalam penelitian ini dikumpulkan melalui document checklist. Berdasarkan data yang didapatkan selama penelitian, peneliti dapat menyimpulkan bahwa dosen yang mengajar mata kuliah writing III pada mahasiswa tahun kedua untuk periode 2015/2016 program studi bahasa Inggris STKIP PGRI SUMBAR menyediakan dan menerapkan constructive feedback dengan tujuan meningkatkan, membangun, dan menumbuhkan ide mahasiswa dalam menulis karangan. Dengan demikian, hasil yang peneliti dapakatkan dalam penelitian ini diantaranya : explicit, recast, dan elicitation. Berdasarkan data yang didapat dari dokumen ceklis, maka dapat disimpulkan bahwa dosen menggunakan explicit, recast dan elicitation dalam menerapkan constructive feedback.
Key words : umpan balik, constructive, explicit, recast, elicitation A. INTRODUCTION
Teaching writing is a process of transferring lecturer’s knowledge and idea about how to write and transfer students’ idea into written form well. This process must be encouraged by lecturer’s strategies to invite their students’ motivation to write. Teaching writing is include writing strategies whether it about knowledge of basic grammar and content of text. In teaching writing, Lecturer
considers the method how to improve students’ ability in written.
Furthermore, lecturer is a primary model of transferring information and delivering idea in teaching and learning process. Lecturer helps students to find solves of their misunderstood in written by giving feedback. It improves students’ knowledge about their plans, abilities and skill. Especially,
2 in teaching writing, lecturers give feedback about students’ task by giving suggest, command, correction their manner in building idea on their written task. When lecturer gives a feedback that helpful and useful, it is be a constructive feedback.
Based on the researchers’ experience in learning writing subject and interview some students informally that has taken Writing subject, it found that lecturers used several way to give feedback in teaching writing. There are corrective feedback and constructive feedback.
Corrective feedback is method of feedback that contain in giving correction of students’ error in written. Besides, constructive feedback is method of feedback that focus on individual’s attention in an area helpful anduseful to improve or give a suggestion about their manner to understand of any information.
Moreover, lecturer’s constructive feedback enables students to know about their plans, structure of writing, or their ability to express their ideas on written task correctly.
According to Russell and Spada in Pourmandnia &Behfrouz (2013) that constructive feedback is helpful for first language learning. On the other hand, Erel and Bulut in Abbasian&Pourmandnia (2013) stated that for―motivating‖ and ―encouraging‖ effects of written constructive feedback on learners and if a lecturer indicated a written grammatical error on a student’spaper and provides the correct form in one or another way, the student wouldrealizethe error and will not repeat it in his/her future writings.
Based on the background above,the researcher wants to know what types lecturer’s constructive feedback that lecturer uses in teaching writing III at the second year students of English Department at STKIP PGRI SUMBAR for academic 2015/2016.
Feedback is a way of communication in giving a respon about something.
According to the Roland & Bee (2000) that feedback is an integral part of two way communication. It is the link between the things you do and say, and understanding the impact these have no other. In terms of influencing people at work it is, perhaps, the most important interpersonal skill that you can develop.
Constructive feedback is a way of communication that focus on individual’s attention in an area helpful anduseful to improve or give a suggestion about their manner to understand of any information.
There are some theories from expert who explain about constructive feedback.
Roland& Bee ( 2000) that there is feedback that we define as constructive feedback where
there are agreed standards of behaviour and performance, and two way communication about what has gone right as well as what has gone wrong
Furthermore, Nath & Cohen (2011) statement that one of the most important functions of using constructive feedback is to positively guide students’ learning. A typical teaching event that calls for teachers to offer constructive feedback is the writing process.
Besides Sheen in Abbasian & Pourmandnia (2013) state Constructive feedback studies have specifically focused on the ways constructive feedback can alter and promote
―learning processes‖ and―linguistic competence‖. This, in turn, enables language learners to concentrate their attention on syntactical structures of their language products resulting in better learning of linguistic forms.
Lecturer’s constructive feedback is the two way communication between lecturers and students to provide corrections, suggestions or comments about what the students do in teaching of learning process.
Constructive feedback has been of great interest to both First Language (SL) and Foreign Language (FL) researchers likewise.
According to Hamid & Mahmood (2010) states Constructive feedback can be used as a tool for highquality learning and that in situations of incongruity between the actual and desired performances, the process of feedback may act a useful tool for students' growth and academic development.
According to Lyster and Ranta in Pourmandnia & Behfrouz (2013) and another sources from Abbasian & Pourmandnia (2013), they have same explanation about different types of constructive feedback have been identified including explicit, metalinguistic, elicitation, repetition, recast, translation, and clarification requests.
1. Explicit
It refers to the explicit provision of the correct form. As the lecturer provides the correct form, he or she clearly indicates that what the student had said was incorrect (e.g., “Oh, you mean,”
“You should say”).
2. Recasts
It involves the lecturer’s reformulation of all or part of a student’s utterance, minus the error. Following Doughty in Pourmandnia &Behfrouz (2013) we have adopted this widely used term from the L1 acquisition literature.
Spada and Fro¨hlich in Pourmandnia &
Behfrouz (2013) that refer to such reformulations as ―paraphrase‖ in the
3 COLT scheme; Chaudron in Pourmandnia
& Behfrouz (2013) included such moves in the categories of ―repetition with change‖ and ―repetition with change and emphasis.‖ Recasts are generally implicit in that they are not introduced by phrases such as “You mean,” “Use this word,”
and “You should say.”. Recasts also include translations in response to a student’s use of the L1. In our initial analysis Lyster & Ranta in Pourmandnia
& Behfrouz(2013) that we included translation as a separate type of feedback but then combined this category with recasts for two reasons: First, translation occurred infrequently and, first, when it did occur, translation clearly served the same function as a recast.
3. Clarification requests
According to Spada and Fro¨hlich (1995, p. 25), indicate to students either that their utterance has been misunderstood by the lecturer or that the utterance is ill-formed in some way and that a repetition or a reformulation is required. This is a feedback type that can refer to problems in either comprehensibility or accuracy, or both.
We have coded feedback as clarification requests onlywhen these moves follow a student error. A clarification request includes phrases such as “Pardon me”
and, in French, “Hein?” It may also include a repetition of the error as in
―What do you mean by X?”
4. Metalinguistic feedback
It contains either comments, information, or questions related to the well-formedness of the student’s utterance, without explicitly providing the correct form. Metalinguistic comments generally indicate that there is an error somewhere such as, “Can you find your error?”.“No, not X,”or even just “No.”).
Metalinguistic information generally provides either some grammatical metalanguage that refers to the nature of the error (e.g., “It’s masculine”) or a word definition in the case of lexical errors.
Metalinguistic questions also point to the nature of the error but attempt to elicit the information from the student.
5. Elicitation
It refers to at least three techniques that lecturers use to directly elicit the correct form from the student.
First, lecturers elicit completion of their own utterance by strategically pausing to allow students to ―fill in the blank‖ as it were Such ―elicit completion‖ moves may
be preceded by some metalinguistic comment such as “No, not that. It’s a . . .
” or by a repetition of the error. First, lecturers use questions to elicit correct forms:“How do we say X in English?”).
Such questions exclude the use of yes/no questions: A question such as “Do we say that in English?‖ is metalinguistic feedback, not elicitation. Third, lecturers occasionally ask students to reformulate their utterance.
6. Repetition
It refers to the lecturer’s repetition, in isolation, of the student’s erroneous utterance. In most cases, lecturers adjust their intonation so as to highlight the error. In addition to the preceding six feedback types, we initially included in our analysis a seventh category called multiple feedback, which referred to combinations of more than one type of feedback in one lecturer turn.
7. Translation
Translation is regarded as a subdivision of recast Lyster & Ranta,in Pourmandnia & Behfrouz (2013). But, according to Rezaei et al in Pourmandnia
& Behfrouz (2013), the difference between translation and recast is that ―the former is generated in response to a learner's ill-formed utterance in the target language while the latter is generated in response to a learner's well-formed utterance in a language other than the target language.‖
Based on explanation about types of constructive feedback above and there is expert that give opinion about principle in giving constructive feedback, the researcher will take six types of constructive feedback that can used by lecturer in helping and improve their students in teaching writing process such as; explicit,metalinguistic feedback, elicitation, recast, and translation by Lyster & Ranta
B. RESEARCH METHOD
In this research, the researcher applied descriptive research. According to Gay and Airasian (2000: 275), descriptive study determines and describes the way things are. It means that descriptive research is a research that describes a thing. Besides, descriptive research is useful investigating many kinds of educational problems. The researcher implemented descriptive research because the researcher wanted to know types of lecturer’s constructive feedback that used by English lecturer in teaching writing III
4 subject. Thus, by conducting descriptive research, the researcher tried to get the data and describe about lecturer’s constructive feedback in teaching writing at second year students of English Department at STKIP PGRI SUMBAR for academic 2015/2016.
Morever, the source of data is the way to get information data for the research. According to Gay and Airasian (2000:210), there are many sources of qualitative data, including observation, interview, document, recording, drawing, and mails. In this research, the researcher used document as source of the data. The document came from students’ daily task writing III at the second year students of English Department in STKIP PGRI SUMBAR for academic 2015/2016.
In this research, the researcher used purposive sampling. According to Ary et al (156:2010), purposive sampling—also referred to as judgment sampling—sample elements judged to be typical, or representative, are chosen from the population. For this research, the researcher took some documents from students in session 14C, 14D and 14E which contained constructive feedback from lecturer on written task or assignment.
Therefore, in this research the researcher used document as way of collecting data in this research because the researcher analyzed the types of constructive feedback in student’s written task.. Thus, it was a proof to know and analyze that constructive feedback that lecturer uses in teaching writing process.
For adding information, The researcher asked the lecturer to make sure the sign or symbol or statement that the researcher will find on students’ written task by doing lecturer.
For collecting the data for this research, the researcher used all of the instruments that are explained before. They are interview and documents.
There was a tool to analyze about types of lecturer’s constructive feedback that lecturer use in teaching writing. Second, the researcher did an observation. The researcher collected the document which the lecturer used in teaching writing process from student. Itsdocuments were daily written task. The document which is collected was appropriate with the researcher’s need to be tool to gets all of information related to lecturer’s process in implementing of types lecturer’s constructive feedback in teaching writing on student’s task.
Second, the researcher analyzed and identified the student’s written task which lecturer had given constructive feedback such as, correction, comment or suggestion on student’s task and for getting the stronger understanding on students task. The researcher asked the lecturer to understand what the meaning of the sign, symbol or statement that the leturer had done. From the result, researcher analyzed the data and then researcher analyzed the types of lecturer’s constructive feedback in teaching writing that lecturer used. After that, the researcher decided which types of lecturer’s constructive feedback used by lecturer in teaching writing III subject at second year students of English Department at STKIP PGRI SUMBAR for academic 2015/2016.
C. RESEARCH FINDINGS
The aim of this research was to know types of constructive feedback that used by lecturer in teaching writing at second year students at STKIP PGRI. Based on Lyster and Ranta in Pourmandnia & Behfrouz (2013 that was explained in Chapter II, there were seven types of constructive feedback; they were explicit, metalinguistic feedback, elicitation, recast, repetition and translation. For this research, the researcher took six from seven types that had explained because there is one types that is not related with the aim of this research to find types of constructive feedback in written task especially. Additionally, repetition can be implemented in orally because lecturer does repetition the word the student uses in combining their idea. Besides, constructive feedback is two ways communication between lecturer and student on contructing of aim the process in learning.
based on the Besides Sheen in Abbasian &
Pourmandnia (2013) state constructive feedback studies have specifically focused on the ways constructive feedback can alter and promote ―learning processes‖ and ―linguistic competence‖.
Therefore, the researcher wanted to know types of constructive feedback from document of student on writing essay which had the constructive feedback by giving from the lecturer in teaching writing process on students’ written task.There were almost types that the lecturer used on students’ document in improving the writing skill. In this case, there were 3 until 4 task that the student did to write an essay on one document. Therefore, the researcher found out that the lecturer
5 could use more than one type of constructive feedback.
The lecturer almost uses all types of constructive feedback in teaching writing.
The lecturer gave a symbol such as question mark, circle and cross the problem in arranging the idea into the good sentences.
The lecturer also provided the correction form directly on students’ essay by replying the sentences or word with more suitable to put in. She wrote it on above the mistake word or wrote it on the last page of essay.
The lecturer gave a statement to clarify about the idea that had been built by students.
Furthermore, based on the experts in chapter II researcher wanted to reveal what types of constructive feedback in teaching writing by lecturer. The researcher found that these are 3 types of constructive feedback in student document at second years students of english department for academic year 2015/2016 at STKIP PGRI SUMBAR.
There were;
1. Explicit, its type that the lecturer provided the directly form such as replaces the mistake’s word into the suitable word to represent the students’
idea directly.
2. Recast, its type that the lecturer provided the reformulation the word on lexical in order the student used the best word by giving circle or underlining its words. It means that the lecturer asked students to rethink what the student wrote before on its essay.
3. Elicitation, its type that the lecturer asked student to reformulate their idea or make it the clear idea that can be understanding by reader.
From the all observations above, researcher concluded that in giving constructive feedback the lecturer focused on the choice of word which student used on arranging the idea. It was done by lecturer which saw the students’ ability on writing an essay..The lecturer distributed some statement or symbol to give a mark that there were some problem on it. Therefore, the lecturer almost provided the constructive feedback on an essay of student for giving feedback about the students’ ability to expand their idea.
Thus, the researcher assumed that constructive feedback helped student in arranging their idea to make the good essay by lecturer. According to Hamid
&Mahmood (2010) states constructive
feedback can be used as a tool for highquality learning and that in situations of incongruity between the actual and desired performances, the process of feedback may act a useful tool for students' growth and academic development. In addition, the lecturer provided the constructive feedback in teaching writing an essay to achieve the students’ outcome in order a useful to grow up and built the academic development especially foreign language students.
Therefore, the researcher interprets that the constructive feedback can be way or method to improve the students’ skill and built the students’ idea on writing especially
.
D. CONCLUSION
Constructive feedback is form of communication to give some advice or criticism to improve student’s outcome. It enables students to concentrate their attention on syntactical structures of their language products in their writing to develop the ideas.
It can be done on teaching writing that the lecturer provides the constructive feedback on students’ written task. There are six types of constructive feedback which the researcher wants to know by the lecturer on writing III subject such as: explicit, recast, elicitation, metalinguistic feedback, translation, and clarification request. In this research, the researcher usedthe descriptive design by taking sources of data from students’
document in written task. Besides, it used the purpossive sampling technique for collecting the data.
Furthermore, the researcher did to analyze the document of students’ written task. Based on the analyses, the lecturer uses three types of constructive feedback in teaching writing. There were explicit, recast, elicitation.
E. ACKNOWLEDMENT
A special thanks and appreciation from the deepest heart are given to advisors, Syayid Sandi Sukandi, M.A., and Astuti Pratiwi, M.Pd., who have been kind and willing to give their times, energy, suggestions and supports in completing this thesis.
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