Feedback Lived Experience Definition of Terms

9 learning progress. Zamel argues that the feedback which is only informing whether the student s’ language performance is correct or incorrect does not really have a distinctive impact on student s’ learning improvement. Based on its timing, feedback is distinguished into immediate and delayed feedback. Immediate feedback is given to a student or the whole class right after the performance. King, Young, and Behnke 2000 mentions in their article that students who receive immediate feedback would still remember the behavior that is discussed. Therefore, they are aware of their language performances and what part of their performances that should be improved. Immediate feedback also helps the students develop their Public Speaking skills by reflecting their mistakes right away and correcting their mistakes. On the other hand, immediate feedback may result in distraction and disruption in learning process. The second type is delayed feedback which is given after some time since the students performed. It enables the students to process the information, correction or suggestion from the lecturer and practice it. Delayed feedback also results in more “long-term memory storage of the changes in behavior” King, Young, Behnke, 2000. Feedback is an art which involves both the lecturers and the students. To give feedback, the lecturer should practice continuously to find what kind of feedback that will be useful for the students. In her book, Lewis 2002 defines four criteria of good feedback in which the lecturers should have in order to optimize student s’ language performance. They are “variety, clarity, motivation, and cooperative learning.” The lecturers should have some varieties of giving feedback. Therefore, the students will not get bored and think that the lecturers 10 give the same comment to everyone all the time. The lecturers also need to make sure their comments have clear and not ambiguous meaning. Furthermore, learning is not about getting a high mark only. The lecturers should value progress and improvement higher than the result. The feedback given should be motivating that the students are encouraged to perform better. It also needs to encourage the students to learn from one another.

2. Speaking learning progress in the English Language Education Study

Program ELESP in Sanata Dharma University Speaking is one of the most important skills a language student should have and learn. It serves as an underlying part of talking and meaningful interaction in social activity Luoma, 2004. Therefore, speaking is one of the main language skills that is learned in language learning study program. In the ELESP curriculum, the progress of achieving speaking skill is divided into five compulsory courses. The courses are Speaking I, Speaking II, Critical Listening and Speaking 1, Critical Listening and Speaking 2, and Public Speaking. The learning progress takes place gradually since the first semester to the fifth