11 Schunk 1982 finds that effort feedback for past achievement led to more
rapid progress in skill development p. 18. Effort feedback is used to recognize student’s effort or performance. When students make progression on their learning
or when they make mistakes, the lecturers have to give comments in form of feedback to their performance. Knowing that they are making progress will
motivate the students on learning activity and make them more confident. In addition, students will be more motivated when the lecturers pay attention to the
students’ progression. It is similar to when someone is giving a speech; he will be more excited and will perform a good speech when the audience listen to him.
However, if the audience ignore his speech, he will just want to finish the speech as soon as possible and will not care about the quality of his speech. The students
must know that the lecturers care about what they are doing in order to progress in class. Thus, giving feedback is a must for lecturers to keep the students motivated.
2. Criteria of Effective Feedback
The criteria of effective feedback are based on Brookhart’s 2008 theory of
giving effective feedback. There are three aspects to consider in giving effective feedback according to Brookhart 2008. They must be clear, specific, and using
appropriate tone and word choice.
a. Clarity
The first criterion of good feedback is that the feedback should be understandable by the student. According to Brookhart 2008, good feedback
contains information that a student can use, which means that the student has to be able to hear and understand it p. 2. Every student has different vocabulary and
12 ability in processing feedback. Feedback may be considered having a good clarity
by a student, but may also be considered being not so clear by another student. Each student’s competency level in one class will differ. Their knowledge about language
and their ability to process information are not the same one and another. One student may be able to understand that one plus one equals two only from an
explanation by the teacher. However, other students may not. Some students may need further explanation about the material and some other may need examples. For
native English learners, the teacher may use more complex vocabulary, while for non-native English speakers the teacher should use less complex vocabulary. That
is why in giving feedback to a student, a lecturer must also consider the student’s
profile and give a clear feedback based on each student’s ability to receive information.
b. Specific
More specific feedback is considered to be more effective. As stated by Brookhart 2008,
“Teachers should make feedback specific enough so that students know what to do,
but not so specific that it’s done for them” p. 2. By giving a specific feedback, the student will know exactly where heshe has already been
good at and what heshe should improve. Giving feedback that is too general will have less impact compared to more specific feedback. Telling a student that heshe
needs to study more instead of telling himher that heshe needs to improve specifically will only make the student confused on what heshe should do in order
to improve hisher performance. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13 When a person tells a singer that he needs more practice may only make the
singer be less motivated to sing, but telling him that he needs to practice more on high-pitch notes will motivate him to improve his ability in singing high-pitch
notes. Knowing specific areas to improve is good as the student will not be wasting time on trying to improve everything where most of them may have already been
good, instead, heshe can just focus on some areas where heshe needs to improve.
c. Proper Tone and Word Choice
