Analyzing Teacher’s Feedback Used in Teaching Speaking : A Case Study at the First Year of SMA IT AR RAIHAN Bandar Lampung
SPEAKING: A CASE STUDY AT FIRST YEAR OF SMA IT AR
RAIHAN BANDAR LAMPUNG
(A Script)
By
SILKA SAMARINDO
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
(2)
ANALYZING TEACHER’S FEEDBACK USED IN TEACHING SPEAKING: A
CASE STUDY AT FIRST YEAR OF SMA IT AR RAIHAN BANDAR LAMPUNG
By
SILKA SAMARINDO
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
(3)
SPEAKING: A CASE STUDY AT FIRST YEAR OF SMA IT AR
RAIHAN BANDAR LAMPUNG
(A Script)
By
SILKA SAMARINDO
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
(4)
ANALYZING TEACHER’S FEEDBACK USED IN TEACHING SPEAKING: A
CASE STUDY AT FIRST YEAR OF SMA IT AR RAIHAN BANDAR LAMPUNG
By
SILKA SAMARINDO
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
(5)
ABSTRACT
Analyzing Teacher’s Feedback Used in Teaching Speaking : A Case Study at the First
Year of SMA IT AR RAIHAN Bandar Lampung
(A Script)
By
SILKA SAMARINDO
In teaching English, teachers have to consider several aspects that can affect the result of teaching-learning process. One of the strategies for assissting the students is by giving
feedback. By giving feedback, teachers can support the student to learn better and improve
their motivation to learn English. Therefore, The objectives of this research are to find out how the feedback are given by the teacher, and investigate the students’ responses toward the teacher’s feedback and to identify the students’ and teacher’s perception toward feedback used in teaching speaking.
The design of this research is case study which analyzes how verbal feedbacks were given based on Tunstall & Gipps’ typology and how student’s responses toward teacher’s feedback.
The feedback were focused on three speaking aspects, namely; pronunciation, comprehension, and vocabulary.
The result shows that the teacher gave seven out of the eight feedbacks. There are four types
of evaluative feedbacks and three types of descriptive feedbacks. There are 44 % feedbacks given to students’ pronunciation amounting of 86 feedbacks. The dominant feedbacks were
categorized to descriptive feedbacks, 41% feedbacks given to students’ comprehension amounting of are 80 feedbacks. The dominant feedbacks of students’ comprehension were categorized to evaluative feedbacks. The last,15% feedbacks given to students’ vocabulary
amounting of 30 feedbacks. The dominat feedbacks were categorized to evaluative feedbacks.
The researcher suggests that in terms of students’ responses toward the feedback, facilitating feedback can motivate students in learning speaking. Furthermore, adjusting feedback with students’ characteristics is important to be applied by the teacher.
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Research Title
Student’s Name
: ANALYZNG TEACHER’S FEEDBACK USED IN
TEACHING SPEAKING: A CASE STUDY AT THE FIRST YEAR OF SMA IT AR RAIHAN BANDAR LAMPUNG
:
Silka Samarindo
Student’s Number : 0713042012 Department
Study Program Faculty
1st Advisor
: Language and Arts : English
: Teacher Training and Education
APPROVED BY
Advisory Committee
2nd Advisor
Drs. Hery Yufrizal, M.A., Ph.D.
NIP 19600719 198511 1 001
Budi Kadaryanto, S.Pd., M.A.
NIP 19810326 2005011002
The Chairperson
of the Department of Language and Arts Education
Drs. Imam Rejana, M.Si.
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Chairperson :
Drs. Hery Yufrizal, M.A., Ph.D.
...Examiner : Dr. Muhammad Sukirlan, M.A. ...
Secretary :
Budi Kadaryanto, S.Pd., M.A.
...2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
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CURRICULUM VITAE
Silka Samarindo was born in Palembang on August 7, 1989. She is the first child of Syahril and
Komariah. She has one brother, his name is Ivan Suhendra. In 2010, she married Eko Stiyono, the
first son of Supardiono and Tuminah.
Silka Samarindo went to SDN 1 Sindang Agung, and graduated in 2001, she continued her study in
SMPN 3 Tanjung Raja and graduated in 2004. She, then, continued to SMA AL-KAUTSAR Bandar
Lampung and graduated in 2007.
In 2007, she enrolled student S-1 of English Education Program Teacher Training and Education
through PKAB in Lampung University. The year of her study, she joined in UKM FILATELY, HMJ PBS and MEC, which brought her to compete and organize in the several competitions such as National Philately Assossiation, Scrabble Competition and she became an Adjudicator of Scrabble
Competition in UNILA. In 2009, she was awarded by Culture and Tourism Department of Bandar
Lampung as MULI FAVORIT 2009-2010 and she became the ambassador for tourism in Bandar
Lampung. In 2011, she carried the Teaching Practice Program (PPL) at SMPN RSBI 2 Bandar Lampung and in November 2012, she was allowed by SMA IT AR RAIHAN (International Islamic School) Bandar
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Alhamdulillahirobbil’alamin, praise be to ALLAH SWT for the gracious mercy and blessing me with
faith, health, wealth, a d opportu ity to fi ish this s ript e titled “A alyzi g Tea her’s Feedback Used in Teaching Speaking: A Case Study At the First Year of SMA IT AR RAIHAN Bandar Lampung.
This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teachers Training and Education Faculty in the University of Lampung.
I would like to take my opportunity to express my deep and sincere gratitude to the following:
1. Hery Yufrizal, M.A., Ph.D. as my first advisor who has given me motivation to finish this script.
2. Budi Kadaryanto, S.Pd. M.A. as my second advisor, who has given me best guidance,
motivation, suggestion during the accomplishment of this script. It will be hard for me to make the script becomes perfect without his contributions.
3. Dr. Muhammad Sukirlan, M.A. as my examiner who has given suggestion, critics, and
motivation to finish this script.
4. Mr. Agustiawan, S.Pd. as the English teacher of SMA IT AR RAIHAN and my best senior in
English Department for his patience and kindness to help me finish this research.
5. My beloved family. My husband, Eko Stiyono, S.Kom, Thank you very much for your patience,
cares, loves, motivation and support in my life. My beloved Mother, Komariah, for her
undoubted loves, cares and timeless praying during day and nights. My Father, Syahril Saheri. My great beloved parent in-law, Supardiono and Tuminah, who have given me a beautiful family and thanks for your support and understanding, My Brothers and Sisters, Ivan
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Suhendra, Rofik Hidayat, Tri Utomo, Endah Ayu Wandira and Cintami Eka Putri, thanks for your cheerful, and all my big family esspecially for Abah Tuek, Nenek, Abah Sabar, Mak Idah and Mang Mung, for their patience and willingness to wait for my graduation, and also for my beloved little princess, Giza, for your understanding and loves.
6. My belo ed omrades E g’07 of E glish Departme t. Espessially for Esy, E dah, Delia, Tiwi. My best friends in boarding house, Marlina, Mb Taza, Yuk sae, Ina, Nesti, Rika, Furi, Nita, Yunda and Mb Elsi, thanks for helping me and become my best friends forever.
Bandar Lampung, March 2013
The writer,
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MOTTO
“A pessimist sees the difficulty in every opportunity; an optimist sees the
opportunity in every difficulty.”
(Sir Winston Churchill)
“I do it because I can. I can because I want to. I want to because you said I
couldn't.”
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DEDICATION
To My Beloved Husband, Eko Stiyono, S.Kom
My Beloved Mother, Komariah
My Father, Syahril Saheri
My Beloved Parent in-law, Supardiono and Tuminah
My Beloved Brother, Ivan Suhendra
My Brother and Sister in Law, Rofik Hidayat, Tri Utomo, and Cintami Eka Putri
My Big Family, Abah Tuek, Nenek, Abah Sabar, Mak Idah, Mang Mung, Endah Ayu Wandira, Bik Mariyem, Om Da’i and Si Mbok
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Page
ABSTRACT ... i
CURRICULUM VITAE ... ii
DEDICATION ... iii
MOTTO ... iv
ACKNOWLEDGEMENTS ... v
I. INTRODUCTION 1.1 Background of the Research ... 1
1.2 Research Problems ... 4
1.3 Research Objectives ... 4
1.4 Limitation of Reseach ... 5
1.5 Uses of the Research ... 5
1.6 Clarification of Key Terms ... 6
II. THEORITICAL FRAMEWORK 2.1 Notion of Speaking ... 7
2.2 Teaching Speaking... 14
2.3 The Nature of Feedback ... 2.4 Teacher’s Feedback in Teaching Speaking ... III. RESEARCH METHODOLOGY 3.1 Research Design ... 3.2 Population and Subject of the Research ... 3.3 Research Procedures ... 3.4 Data Analysis ... IV. RESULTS AND DISCUSSIONS 4.1 Results of the Research ... 4.2 Discussions of the Research ... V. CONCLUSIONS AND SUGGESTIONS 15
32
35
35
36
40
44
61
5.1 Conclusions ... 75
5.2 Suggestions ... 76
REFERENCES ... 77
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LIST OF TABLES
Page
1. Table 2.1 Table of Tunstall & Gipps’ Feedback Typology ... 18
2. Table 3.1 Table of Example of Teacher’s Evaluative Feedback ... 42
3. Table 3.2 Table of Example of Teacher’s Descriptive Feedback ... 42
4. Table 4.1 Table of Teacher’s Feedback toward Student’s Pronunciation ... 45
5. Table 4.2 Table of Teacher’s Feedback toward Student’s Comprehension ... 48
6. Table 4.3 Table of Teacher’s Feedback toward Student’s Vocabulary ... 52
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Appendix
LIST OF APPENDICES
Page
1. Video Taping Transcription Data ... 80
2. Teacher’s Interview ... 96
3. Student’s Interview ... 98
4. Observation Sheet (Teacher’s Feedback toward Pronunciation) ... 102
5. Observation Sheet (Teacher’s Feedback toward Comprehension) ... 103
6. Observation Sheet (Teacher’s Feedback toward Vocabulary) ... 104
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Appendix 2
TEACHER’S INTERVIEW Name : Agustiawan, S.Pd.
NIK : 3000611 08082
School : SMA IT AR RAIHAN Bandar Lampung
1. How do you play your role as an assessor?
In learning process, at the first time I give the students the materials and motivation. Then I give them chance to perform their own speaking and grammar skilll. The assessment given in form of oral/spoken test.
2. What do you think about feedback? And according to you, what is the function
of giving feedback in teaching-learning process?
I think giving feedback is an important part in teaching learning process. It can motivate the students to improve their abiliies. Besides, it also shows our detail attention to our students.
3. Do you agree that using feedback is important in teaching speaking?why?
Of course I agree. It is because in learning speaking skill, the students need to be controlled especially their fluency, correct pronunciation, and keep them motivated to try to speak up.
4. Do you always use feedback when you teaching speaking?
Yes I do. But somestimes I use various utterance and acts, so the students have motivation and realize when they make any mistake not only in speaking but also in having appropriate attitude.
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Of course it is important to specify which is the suitable feedback for the different act or attitude of the students. Specify means giving leveled-feedback such as
‘perfect – excellent – good – fair – not bad – poor’.
6. How your way in giving feedback to the students when you teaching
speaking?
The different feedbacks are given to each student in the middle of their performace when performing the provided example of such conversation or expression. Besides, in giving the feedback is also given the end of learning.
7. How the students’ responses toward your feedback?
The responses are various. Some of the students are so happy when they did
something correctly and the teacher give the word ‘excellent’ or applause. Some others give different answer and expression such as give different answer and
expression such as just quiet because they don’t understand
8. How do you give feedback to students’ with relevant and irrelevant speaking aspects?
As I said before, the feedbacks are given differently. If the students’ performance
are relevant, the teacher give the ‘very good’ words, applause or two thumbs. If they do irrelevant expression, the teacher will say ‘ no, you’re wrong. Try again correctly’!
9. And how do you give feedback to students’ with no response speaking aspects?
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them, ask their problem patiently, and ask them to have a small/simple talks. If they still keep quiet and no responses, just ignore them for a moment and pay attention to the other students.
10. Do you agree that giving feedback is effective to improve students’ motivation in learning speaking?
Yes, I do. Both spoken and written feedbacks are instruments to keep the students motivated and more coriously about the lesson.
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(Students’ Responses Toward Teacher’s Feedback)
Name : Andre Gilang R
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Bangga dan Senyum
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Memanggil dan menegur
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Membetulkannya kembali
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Diam
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Biasa saja tapi saya akan memperbaikinya di lain waktu
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Membuat saya bertambah semangat
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Mengoreksi Ulang
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Dias Regian Pinkan
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Menjawab dengan bahasa Inggris juga
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Menjelaskan atau mengulangnya kembali
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Membetulkannya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
membenarkannya
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
malu
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Senang dan semangat untuk mengembangkannya kembali
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
(No Answer)
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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(Students’ Responses Toward Teacher’s Feedback)
Name : M. Gailizhar
Class : X. B/ Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Memberi point +
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Menegur saya sesekali
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Memperbaikinya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Saya akan menghargai itu
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Itu adalah sebuah pengahargaan bagi saya
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Semangat
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Aufa Dian Utami
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Merespon dengan menggunakan bahasa Inggris juga dan menyesuaikan dengan kemampuan saya agar saya dapat mengerti.
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Diam Saja atau kadang menjelaskan kembali sampai saya menjawab 3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris?
Membenarkannya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Mendegarkannya
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
malu
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Senang dan semangat untuk belajar.
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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Name : M. Rifath Akbar
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Senang dan malahh mengajak mengobrol bahasa Inggris
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengartikannya ke bahasa Indonesia
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Membenarkannya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Menerima dan belajar lagi. Juga tidak langsung berhenti berbicaa bahasa Inggris 5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika
berbicara dengan menggunakan Bahasa Inggris? Biasa saja dan mau memperbaiki kesalahan
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Senang
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Menjelaskan kembali dimana letak kesalahannya dan memperbaikinya, jika benar guru akan memberikan nilai +
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Adam Ar Rafif
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Senyum
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Menegur
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Membetulkannya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Diam dan Malu
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Malu
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Semangat
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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Name : Cindy Tiara
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Memberi nilai yang bagus
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Memanggil dan mengulang pertanyaan sampai saya merespon 3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris?
Memgoreksinya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Memperbaikinya dan mengingatnya
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Malu tapi akan mengingat yang benar
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
senang
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya dan akan mengingatnya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Aldi Firmansyah
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Merespon dengan positif
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengulangi pertanyaan atau menghukum sesekali
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Memberitahu yang benar
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Biasa saja tapi saya akan menanyakan yangbenar
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Tidak apa-apa. Sudah biasa
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Termotivasi untuk belajar dengan giat.
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Kadang-kadang saya mengerti tapi kadang tidak
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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Name : Zainul Arifin
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Merespon dengan bahasa Inggris juga
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Membiarkan saya
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? membenarkannya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Tidak senang atau malu
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Tidak semangat karna malu
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Senang dan semangat untuk belajar
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya sering
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
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STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Septrian Lintang Yoga
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Memberi saya tambahan nilai
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mentranslit ke bahasa Indonesia
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Membenarkannya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Diam
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Malu
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Senang
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(29)
Name : Deni Ganda Wijaya
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Merespon positif dan memberi nilai bagus
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Menerjemahkannya ke dalam Bahasa Indonesia
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Memberi tahu mana yang benar
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Termotivasi untuk lebih baik
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Malu tapi tidak apa-apa
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Senang sekali
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya, saya mengerti
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(30)
STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Fauzan Hazmi Yahya
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Memuji saya
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengulangi pertannyanya kembali atau memakai bahasa indonesia untuk pertanyaannya itu sampai saya menjawab dengan benar
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Membenarkannya atau memakai bahasa Indonesia
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Malu tetapi saya akan menghargai itu demi kebaikan saya
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Termotivasi untuk mencari yang benar
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Membuat saya semakin termotivasi dan menyukai baha Inggris
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya saya akan dapat membedakannya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(31)
Name : Wahyu Hidayat
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Memberi point + untuk saya
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Langsung berbicara bahasa Indonesia sampai saya mengerti
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Memberitahukan yang benar dan menyuruh saya mengulanginya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
malu
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Sangat malu dan tidak suka tetapi itu adalah hal yang wajar dalam kelas bahasa Inggris
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Membuat saya semakin ingin berbicara dengan bahasa Inggris
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(32)
STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Fakhrotun Nurul Az-zizah
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Senang dan berkata lanjutkan!
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengulangi kembali siapa tahu yang tidak mendengar
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? membenarkan
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Berterima kasih karna telah mengoreksi say karna saya akan tahu letak kesalahan saya
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Malu tetapi tetap berbicara dengan kata yang benar
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Lebih menyukai pelajarannya
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya ketika dia mengoreksi kesalahan saya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(33)
Name : Ridho Adlihanjaya
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Terus mengajak saya berbicara bahasa inggris
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengulangi pertannyaan dengan Bahasa Indonesia
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Membenarkannya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Saya sangat menghargainya dan memperbaikinya
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Diam saja
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
termotivasi
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(34)
STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Salaman Ramadhan
Class : Imam Muslim
Teacher’s Feedback
1 Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Mempertimbangkan saya untuk diberi nilai yang tinggi
2 Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengurangi nilai saya
3 Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? memperbaikinya
Students’ Responses toward Teacher’s Feedback
4 Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Membuat saya tidak termotivasi
5 Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Membuat saya berfikir bahwa bahasa Inggris itu semakin susah
6 Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Semangat
Feedback Effectiveness
7 Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Tidak
8 Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(35)
Name : sigit Yudhistira
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Memuji saya
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengulanginya lagi
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Tidak apa, hanya memperbaikinya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Tidak apa-apa
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Tidak masalah sudak biasa
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Senang
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Tidak
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(36)
STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Aditya Falah Nugraha
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Menyuruh saya untuk terus belajar
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengoreksi saya dengan menunjukkan yang benar
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Selalu memanggil saya di sampai saya bisa
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Saya bisa maklum karna itu kewajibannya untuk mengoreksi kesalahan siswa agar siswa belajar lebih baik
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Tidak masalah buat saya
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Semangat
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(37)
Name : M. Reynaldo
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Merespon saya dengan bertanya atau berbicara kembali
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Menegur saya
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? membenarkannya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
malu
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
malu
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Senang
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(38)
STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Ahmad Bir Hamid
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Bangga dan memuji saya
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Menunggu saya untuk merespon karna saya sedang berfikir atau menerjemahkannya kedalam bahasa Indonesia
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Memberitahukan saya yang benar dengan menggunakan bahasa Indonesia
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Membuat saya semakin termotivasi karna tidak ada belajar tanpa kesalahan
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Bersemangat untuk bealajar agar lebih baik
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Semangat
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya, dan akan mengaplikasikannya di akan datang
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(39)
STUDENTS’ INTERVIEW
(Students’ Responses Toward Teacher’s Feedback)
Name : Rezki Ramadhani
Class : Imam Muslim
Teacher’s Feedback
1. Apa yang gurumu lakukan ketika kamu berbicara menggunakan Bahasa Inggris dengan benar?
Memberi nilai yang baik
2. Apa yang gurumu lakukan ketika kamu tidak merespon pertanyaan guru ketika berbicara Bahasa Inggris?
Mengalihkan ke Bahasa
3. Apa yang gurumu lakukan ketika kamu salah berbicara Bahasa Inggris? Memperbaiki kesalahan saya
Students’ Responses toward Teacher’s Feedback
4. Apa responmu ketika gurumu mengoreksi kesalahanmu ketika berbicara dengan menggunakan Bahasa Inggris?
Memperbaiki kesalahan saya
5. Apa yang kamu rasakan ketika gurumumu mengoreksi kesalahanmu didepan kelas ketika berbicara dengan menggunakan Bahasa Inggris?
Lebih semangat lagi
6. Apa yang kamu rasakan ketika gurumu memujimu ketika kamu menggunakan Bahasa Inggris dengan tepat?
Semangat
Feedback Effectiveness
7. Apakah umpan balik dari gurumu membuat kamu mengerti apa yang salah dan apa yang benar dalam berbicara Bahasa Inggris?
Ya
8. Apakah umpan balik dari gurumu membuatmu menjadi semangat belajar Bahasa Inggris?
(40)
Appendix 4
OBSERVATION SHEET
(Teacher’s Feedback Toward Student’s Pronunciation)
Teacher’s
Feedback
Pronunciation
R Ro Irr
Evaluative (Positive)
A1 13 - -
B1 19 - -
Descriptive (Achievement)
C1 25 - -
D1 - - -
Evaluative (Negative)
A2 - - 1
B2 - - 2
Descriptive (Achievement)
C2 - - 25
D2 1 - -
Total 58 0 28
86
Student’s Speaking Performance:
R : Relevant
Ro : No Response
(41)
OBSERVATION SHEET
(Teacher’s Feedback Toward Student’s Comprehension)
Teacher’s
Feedback
Comprehension
R Ro Irr
Evaluative (Positive)
A1 13 - -
B1 51 - -
Descriptive (Achievement)
C1 5 - -
D1 - - -
Evaluative (Negative)
A2 - - 2
B2 - - -
Descriptive (Achievement)
C2 - - 5
D2 2 2 -
Total 71 2 7
80
Student’s Speaking Performance: R : Relevant
Ro : No Response
(42)
Appendix 6
OBSERVATION SHEET
(Teacher’s Feedback Toward Student’s Vocabulary)
Teacher’s
Feedback
Vocabulary
R Ro Irr
Evaluative (Positive)
A1 13 - -
B1 3 1 -
Descriptive (Achievement)
C1 4 - 2
D1 - - -
Evaluative (Negative)
A2 - - 2
B2 - - -
Descriptive (Achievement)
C2 - - 4
D2 1 - -
Total 21 1 8
30
Student’s Speaking Performance: R : Relevant
Ro : No Response
(43)
OBSERVATION SHEET
(Students’ Responses toward the Teacher’s Feedback)
Types of Feedback
Students’ Responses
Positive Negative
Rewarding (A1) 39 -
Approving (B1) 73 1
Punishment (A2) - 5
Disapproving (B2) 1 1
Specifying Attainment (C1) 34 2 Constructing Achievement (D1) - - Specifying Improvement (C2) 34 - Constructing the way Foward (D2) 4 2
Total
185 11
(44)
Appendix 1
Videotaping Transcription Data
School : SMA IT AR-RAIHAN English Teacher : Agustiawan, S.Pd
Subject : Expressing Gratitude, Pleasure and Surprise. Class : X – Imam Bukhori
Date : Tuesday, 19 November 2012
No Transcription Data Theme
1 T : Assalamualaikum Warahmatullahiwabarokatuh
2 Ss’: Waalaikumsalam Warahmatullahiwabarokatuh 3 T : Good Afternoon everybody.
How are you today?
4 Ss‟: Good Afternoon. I‟m Fine and you? C/R
5
T : Good. I‟m Fine too. Thank You
Well, today we‟ll study about Expressing Gratitude, Surprise and Pleasure. Renaldo, Please close you laptop or it will be mine.
(while pointing Renaldo‟s laptop).
Fauzan, What is the definition of gratitude?
B1
B2
6 S1: hmm... Apa ya?I don‟t know Sir. V/Ro
7 T : Okay, Rifath, what is gratitude? B1
8 S2: Thank you V/R
9 T :Good. Have you ever say thanks to your friend or your parent? B1
10 S1: Yes, of course. C/R
11 T : May I know about what? ( Gail, please close the door.)
12 S1 : when my parent gave me money C/R
13
T : ( laugh) it means that if your parent didn‟t give you some money you didn‟t say thanks? (Rifath only smile). Well, it‟s Okay.
Okay, Renaldo, What is the surprise? or have you ever get surprise from your friends?
B1
14 S2: Ever, Sir. When I birthday my friend give me surprise. C/R 15 T : Okay it can be, well all, what is the definition of pleasure? B1, C1
16 Ss‟: Happy, excited, joy. V/R
17
T : Good. Pleasure is Happy or Joy or Excited.
Well, in the projector, I have the example of Expressing Gratitude, Surprise and Pleasure in form of dialogue and I‟ll divide you become Imam or Bukhori. Well, now please work in pair with your chairmate. Get my point?
B1, C1
D2 18 Ss‟: Yes
19
T : Good. (Students still noisy). Okay, please shut up, pay attention to me.who will be the first? (five students raising their hand)
Okay, Hanif and Ridho please.
Hanif you become Imam, and Ridho you become Bukhori. Let‟s start.
(45)
Okay, Hanif and Ridho please.
Hanif you become Imam, and Ridho you become Bukhori. Let‟s start.
20 S3: Oh, hi Bukhori. Come in. It's really nice to see you. 21 S4 : Lovely to see you too. You're looking great.
22 S3 : Thanks. So are you. Let me take your coat. P/Irr 23 T : /kəʊt/ not coat(Correcting student‟s pronunciation) C2, C1
24 S3 : Oh ya ya, /kəʊt/. P/R
25 S4 : OK. Here you go.
26 S3 : Do you like to try some food from other countries? 27 S4 : Yes, I do.
28 S3: What is your favorite one? P/Irr
29 S4 : My favorite one is Kebab, actually. P/Irr 30 T : /ʹfeɪvərɪt/ (Correcting student‟s pronunciation) C2, C1
31 S3,S4: /ʹfeɪvərɪt/ P/R
32 S3 : Kebab? I‟ve never heard of it.
33 S4 : Well, the Kebab originated in Turkey. It is a staple food there. 34 S3 : What kind of food is it?
35 S4 : It is made of sliced roasted meat,served with fresh vegetables,
and wrapped in Lebanese bread with a choice of sauces. P/Irr 36 T : /rӕped/ (Correcting student‟s pronunciation) C2, C1
37 S4 : /rӕped/. P/R
38 S3 : Hmm … It sounds delicious.
39 S4 : Yes, it is. Anyway, let me invite you to try it. Would tomorrow be possible?
40 S3 : Sure, that will be fine. Thanks a lot for inviting me. 41 S4 : Any time.
42
T : Okay, That good. Give applause.
Well, from the dialogue, let‟s we identify the which one the Expressing Gratitude, Pleasure and Surprise?
Ok, Gayil please identify it. Dont be noisy.
B1, A1 D2 A2 43 S5: Wait sir, hmm, what expressing sir? three of them or one by one? C/R 44 T : It is alright if you find three of them. B1 45
S5: Expressing Gratitude, Thanks. So are you and Thanks a lot for inviting me. Expressing Surprise, Kebab? I‟ve never heard of it. It can be or not Sir?
C/R
46 T : It can be. And then? C1
47 S5 : hmm, Expressing Pleasure, (silence) maybe it is the same with
Expressing Gratitude Sir. C/R
48
T : Okay,Good. Thank you.
Well all, is there any addition? Is Gail answer is right?
B1 D2 49 Ss‟: Yes.
50
T : Well, here there are several short dialogue about Expressing Gratitude. who will be read for dialogue 2? (Several students raising their hand). Okay, Dani please read dialogue one and two. you become Imam and Falah become bukhori. Let‟s start.
51 S5 : Mr. Joe likes the story and lets us use it in the next play. 52 S6 : I‟m delighted to hear about that.
53 T : Okay, continue dialogue two B1
54 S5 : Thanks a lot for telling me the story. 55 S6 : Any time.
(46)
56 T : Okay thank you, which one is expressing Gratitude? B1 57 Ss‟: I‟m delighted to hear about that and Thanks a lot for telling me the
story. C/R
58
T : Good. I‟m delighted to hear about that and Thanks a lot for telling me the story. Second dialogue, please Azizah and Cindy. Louder please.
B1, C1
59 S7 : Thank you for your help. 60 S8 : Don‟t mention it
61 S7 : Thank you very much for lending me your story book. 62 S8 : That‟s all right.
63 S7 : You got A for your writing assignment P/Irr
64 T : /ˊraɪtɪɳ/ C2, C1
65 S7 : /ˊraɪtɪɳ/ P/R
66 S8 : It‟s marvelous.
67 T : Good. Azizah and Cindy, please identify which one is Expressing Gratitude?
B1 68 S7,S8: Thank you for your help, Thank you very much for lending me
your story book, It‟s marvelous, Sir
C/R 69 T : Good. Thank you for your help, Thank you very much for lending
me your story book and It‟s marvelous.
Well, that are the example of Expressing Gratitude, Surprise and Pleasure. Is there any question so far?
B1, C1
70 Ss‟ : No
71 T : Okay, if there is no question, we continue to the next section, here I have three card for you. Card one is about Expressing Surprise, card two is about expressing pleasure and Card three is about Expressing gratitude.
72 S9 : Sir excuse me go to toilet 73 T : Okay, but don‟t too long.
(clap his hands) Okay, please pay attention to me. You have to work in pair and then fill the blank with appropriate expression, and perform it in front of the class. I will give you score. The rule are, if you remember the dialogue without read the card, use good expression, mimic and gesture, you will get five stars. If you still read but your expression, mimic and gesture is good, you will get four stars. And the last, if you still read, your expression, mimic and gesture is bad, you will get three stars. Can you get my point?
74 Ss‟ : Yes sir.
75 T : Good. Now I give you five minutes. Start at now.
Okay, time is up. Now, who will be the first? ( four students raising their hand). Adit and Andre come in front. (pointing the student who always noisy)
B1
B2 76 S10: Sir, not yet Sir.
77 T : please both of you come in front. ( students come in front) what is your card talking about?
78 S10 : Expressing surprise, Sir. 79 T : Okay, lets start at now.
80 S10 : Bukhori, have you ever made your own pizza? 81 S11 : No, I haven‟t. What about you?
82
S10 : I haven‟t either.Anyway, I‟d like to invite you to practice making pizza.
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86 T : Don‟t smile, All, please try together. Really? Where? B2, C2
87 Ss‟ : Really? Where? P/R
88 T : Good, okay like that. Use the expression. Understand? B1, C2 89 Ss‟ : Yes
90 T : Okay, please continue Adit.
91 S10: Well, it‟s going to be in my aunt‟s kitchen. P/Irr 92 T : /‟kitʃin/ (Correcting student‟s pronunciation) C2, C1
93 S10: /‟kitʃin/ P/R
94 S11: No, she‟s not actually. We‟ll only use my recipe book.
95 S10: Are you sure? That‟s going to be challenging. P/Irr 96 T : where is the expression? Repeat! Are you sure? C2, C1 97 S10: Are you sure?
98 T : Good. B1
99 S11: So, would tomorrow at 2 p.m. be possible?
100
T : Okay, Good! Give applause.
Now, both of you please identify which one is the expressing surprise in the dialogue.
B1, A1
101 S10: Really? Where?
102 S11: and then, Are you sure? That‟s going to be challenging, Sir. 103 T : only that?
104 Ss‟ : Yes
105 T : okay, its true. Both of you still reading, and your expression is not really good. You get three stars. You can do better than this. Please sit down. Okay, who else? (several students raising their hands). Rifath and Dani come in front. What your card talking about?
B1,C2
106 S12: Expressing Gratitude, Sir
107 T : Okay lets starts B1
108 S12: Hi Bukhori, I‟ve got something for you.
109 S13: Really? What‟s that? P/R
110 T : Good. B1
111 S12: Here you are.
112 S13: Oh, thank you very much for your kindness. 113 S12: It was the least I could do.
114 S13: Muslim, this is the only thing I want it right now. I‟ve been looking for this novel for months, but I couldn‟t find it anywhere. How could you find it? 115 S12: Two days ago I went to Bandung, and I found it in a small bookstore. By
the way, why do you need it badly?
116 S11: I really need this novel because I have limited sources to support my writing on Japanese folktales.
117 S12: Oh, I see. Anyway, I‟m glad I can help you.I hope I will be the first to read your writing.
118 S11: Of course you will. 119 S12: Thank you. 120 S11: Don‟t mention it.
121 T : Well done. Give applause.
Rifath and Dani, please identify which sentence is expressing gratitude/thanking.
B1, A1
122 S11: Oh, thank you very much for your kindness. C/R 123 S12: Oh, I see. Anyway, I‟m glad I can help you.I hope I will be the first to read C/R
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your writing. That‟s it, Sir.
124 T : Good. Both of you still reading, but your expression and mimic is good. You get four stars. Give appluse. Okay, who else? (several students raising). Diaz and Aufa come in front. What your card talking about?
B1 A1 D2 125 S13: Expressing gratitude, Sir
126 T : Let‟s start. Do your best.
127 S14: Hi Bukhori, I‟ve got something for you.
128 S15: Really? What‟s that? P/R
129 T : Good. B1
130 S14: Here you are.
131 S15: Oh, thank you very much for your kindness. 132 S14: It was the least I could do.
133 S15: Muslim, this is the only thing I want it right now. I‟ve been looking for this novel for months, but I couldn‟t find it anywhere. How could you find it? 134 S14: Two days ago I went to Bandung, and I found it in a small bookstore. By
the way, why do you need it badly?
135 S15: I really need this novel because I have limited sources to support my writing on Japanese folktales.
136 S14: Oh, I see. Anyway, I‟m glad I can help you.I hope I will be the first to read your writing.
137 S15: Of course you will. 138 S14: Thank you. 139 S15: Don‟t mention it.
140 T : Very good. Give applause. Both of you very good in expression, mimic and gesture and didn‟t read the card. You get five stars.
Give applause once more. Well, four groups already perform and sixs groups left. Who the next performer? Sigit and Wahyu come in front. What you card talking about?
B1,A1
141 S16: Expressing surprise, Sir.
142 T : Okay, lets start B1
143 S16 : Bukhori, have you ever made your own pizza? 144 S17 : No, I haven‟t. What about you?
145
S16 : I haven‟t either.Anyway, I‟d like to invite you to practice making pizza.
146 S17: Really? Where? P/R
147 T : Good B1
148 S17: Well, it‟s going to be in my aunt‟s kitchen.
149 S16: No, she‟s not actually. We‟ll only use my recipe book.
150 S17: Are you sure? That‟s going to be challenging. P/R
151 T : Good. B1
152 S16: Are you sure? P/R
153 T : Good. B1
154 S17: So, would tomorrow at 2 p.m. be possible?
155 T : Good. Both of you still reading, but your expression and mimic is good. You get four stars. Give appluse. Okay, who else? (several students raising). Adam and Hanif come in front. What your card talking about?
B1 A1 156 S18 : Pleasure, Sir.
157 T : Okay, let‟s start B1
158 S18: Bukhori, yesterday Mrs. Irene told me that the role of Ratna Manggali goes to you.
159 S19: Really? I‟m delighted to hear about that. P/Irr
160 T : Really? C2
161 S18: Really? P/R
162 S19: Well, congratulations!
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acting.
167 S18: Don‟t worry about that, I will help you find more sources.
168 S19: Will you? P/R
169 T : Good. B1
170 S18: Yes, of course. That‟s what friends are for. P/Irr
171 T : That‟s what friends are for. C2, C1
172 S18: That‟s what friends are for. P/R
173 S19: Thank you very much for your kindness. 174 S18: Don‟t mention it.
175 T : Good. Both of you still reading, and your expression is not really good. You get three stars. But, wait, I want to ask you to identify which one is expressing pleasure. Adam?
B1
176 S18: Really? I‟m delighted to hear about that. C/R 177 T : Good. Hanif and then?
178 S19: Thank you very much for your kindness. C/R 179 T : Good. Sit down. Who next? Aldi and Deni come in front. And lets start. B1 180 S20 : Bukhori, have you ever made your own pizza?
181 S21 : No, I haven‟t. What about you? 182
S20 : I haven‟t either.Anyway, I‟d like to invite you to practice making pizza.
183 S21: Really? Where? P/R
184 T : Good B1
185 S20: Well, it‟s going to be in my aunt‟s kitchen.
186 S21: No, she‟snot actually. We‟ll only use my recipe book.
187 S20: Are you sure? That‟s going to be challenging. P/R
188 T : Good. B1
189 S21: Are you sure? P/R
190 T : Good. B1
191 S20: So, would tomorrow at 2 p.m. be possible?
192 T : Good. Both of you still reading, but your expression and mimic is good. You get four stars. Give appluse. Okay, who else? (several students raising). Fauzan and Gail come in front.
B1 A1 193 S22: Hi Bukhori, I‟ve got something for you.
194 S23: Really? What‟s that? P/R
195 T : Good. B1
196 S22: Here you are.
197 S23: Oh, thank you very much for your kindness. 198 S22: It was the least I could do.
199 S23: Muslim, this is the only thing I want it right now. I‟ve been looking for this novel for months, but I couldn‟t find it anywhere. How could you find it? 200 S22: Two days ago I went to Bandung, and I found it in a small bookstore. By
the way, why do you need it badly?
201 S23: I really need this novel because I have limited sources to support my writing on Japanese folktales.
202 S22: Oh, I see. Anyway, I‟m glad I can help you.I hope I will be the first to read your writing.
203 S23: Of course you will. 204 S22: Thank you. 205 S23: Don‟t mention it.
206 T : Okay, you get four stars because you are still read. Next? Three groups
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207 S24: Bukhori, yesterday Mrs. Irene told me that the role of Ratna Manggali goes to you.
208 S25: Really? I‟m delighted to hear about that. P/Irr
209 T : Really? C2, C1
210 S24: Really? P/R
211 S25: Well, congratulations!
212 S24: Thank you. By the way, who‟s going to take the role of Narnia? 213 S25: Don‟t be surprised, Mrs. Irene has chosen me!
214 S24: Great! Nobody can do it better than you.
215 S25: I‟m not that sure. I still need more references about Narnia to improve my acting.
216 S24: Don‟t worry about that, I will help you find more sources.
217 S25: Will you? P/R
218 T : Good. B1
219 S24: Yes, of course. That‟s what friends are for. P/Irr
220 T : That‟s what friends are for. C2, C1
221 S24: That‟s what friends are for. P/R
222 S25: Thank you very much for your kindness. 223 S24: Don‟t mention it.
224 T : Good. You get four stars. Give applause. Who else? Two group left but five stars still one group. Ridho and Ramadhan please.
B1,A1 225 S26: Hi Bukhori, I‟ve got something for you.
226 S27: Really? What‟s that? P/R
227 T : Good. B1
228 S26: Here you are.
229 S27: Oh, thank you very much for your kindness. 230 S26: It was the least I could do.
231 S27: Muslim, this is the only thing I want it right now. I‟ve been looking for this novel for months, but I couldn‟t find it anywhere. How could you find it? 232 S26: Two days ago I went to Bandung, and I found it in a small bookstore. By
the way, why do you need it badly?
233 S27: I really need this novel because I have limited sources to support my writing on Japanese folktales.
234 S26: Oh, I see. Anyway, I‟m glad I can help you.I hope I will be the first to read your writing.
235 S27: Of course you will. 236 S26: Thank you. 237 S27: Don‟t mention it.
238 T : Good. Give applause. Four stars. You may sit down. And the last group please. Zainul and Wahyu please. Do your best.
B1
239 T : Okay, let‟s start B1
240 S28: Bukhori, yesterday Mrs. Irene told me that the role of Ratna Manggali goes to you.
241 S29: Really? I‟m delighted to hear about that. P/Irr
242 T : Really? C2, C1
243 S28: Really? P/R
244 S29: Well, congratulations!
245 S28: Thank you. By the way, who‟s going to take the role of Narnia? 246 S29: Don‟t be surprised, Mrs. Irene has chosen me!
247 S28: Great! Nobody can do it better than you.
248 S29: I‟m not that sure. I still need more references about Narnia to improve my acting.
249 S28: Don‟t worry about that, I will help you find more sources.
250 S29: Will you? P/R
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255 S28: Thank you very much for your kindness. 256 S29: Don‟t mention it.
257 T : Good. Give applause. You get four stars.
Well, this is the last group. And now we have to conclude what we learn today. Gayil, what we learn today?
B1, A1
258 S30: Expressing Gratitude, Pleasure and Surprise. C/R
259 T : Good. What is Gratitude Andre? B1
260 S31: about thank you. C/R
261 T : Good. How can we say gratitude Rifath?
262 S32: Thank you for your kindness. C/R
263 T : Good. What is Surprise Zainul? B1
264 S33: Surprise is in indonesia terkejut, Sir. C/R
265 T : Okay. Falah, what is pleasure? B1
266 S34: Happy C/R
267 T : Good. Happy or excited or joy. Well,I think this is the end of our meeting. Thank you for your attenttion and you may take a rest and take a pray dzuhur. Good Afternoon. Wassalamualaikum
warohmatullahiwabarokatuh
B1, C1
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Videotaping Transcription Data
School : SMA IT AR-RAIHAN English Teacher : Agustiawan, S.Pd Subject : Welcoming Visitor Class : X – Imam Bukhori
Date : Thursday, 21 November 2012
No Transcription Data Theme
269 T : Assalamualaikum Warahmatullahiwabarokatuh
270 Ss‟: Waalaikumsalam Warahmatullahiwabarokatuh
271 T : Good Afternoon everybody. How are you today?
272 Ss‟: Good Afternoon. I‟m Fine and you? C/R
273 T : I fine too. Who is absent today? 274 Ss‟ : Nothing, Sir
275 T : Good. B1
276 T : Well today, we are going to practice about the formal and the informal ways of welcoming visitors. The first conversation is all about how to welcome someone to your house in a friendly way and the second conversation takes place in the formal setting of welcoming a business associate to your company.
Firstly, I want to brainstrom you to understand what I means. Aldi, have you ever get the visitor in your house?
277 S1 : what is visitor in Indonesia Sir? V/Irr
278 T : Visitor is Tamu. So, have you ever welcoming the visitor in your home? C1
279 S1 : Of course I ever, Sir. C/R
280 T : If you ever, who is ussually come to your house?
281 S1 : Hmm, maybe my father or my mother‟s friends,Sir. or my sister‟s friends. C/R 282 T : Ok, Good. Dani, if any visitor come to your house, what will you do to
welcoming them?
B1 283 S2 : I will “menyuruh”them in and I will “menyuruh” them sit, give them tea
or coffee and snack and then call my father or mother, Sir.
V/Irr C/R 284 T : Very good. You will let them in, and then let them sit, right? C1
285 S2 : Yes, Sir C/R
286 T : well, that‟s good example from Dani to welcoming visitor nicely. So, if any visitor come to our home, for example our family from home town, our parent or sister‟s friend or even our friends, we have to welcoming them nicely, warmly and show to them we good owner. Get my point?
287 Ss‟ : Yes. C/R
288 T : Good. In the projector, I have conversation in form of informal and friendly about how to welcoming your friend at home. Please pay attention, I will call two students to read this nicely. Please come in front Gayil and Aufa. And read this by using good expression. Gayil become Alison and Ridho become Jason. Let‟s start
B1
289 S3 : Oh, hi Allison. Come in. It's really nice to see you
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294 S4 : OK. Here you go.
295 S3 : Come through to the living room, and make yourself at home. I'll tell Tyler you are here. What can I get you to drink ?
P/Irr
296 T : /θru:/ C2
297 S3 : /θru:/ P/R
298 S4 : I don't mind really, as long as it's hot. What have you got ?
299 S3 : I've made some fresh tea, but you can also have coffee or hot chocolate. P/Irr
300 T : /ʹtʃɒklət/ C2, C1
301 S3 : /ʹtʃɒklət/
302 S4 : Tea will be lovely, thanks. 303 S3 : How do you take your tea ? 304 S4 : Tiny bit of milk, no sugar, please.
305 S3 : Here we go, your tea and some home-made cookies. P/Irr
306 T : Here we go C2
307 S3 : Here we go P/R
308 S3 : Oh! my favourites, thanks. P/Irr
309 T : /ʹfeɪvərɪt/ C2, C1
310 S3 : /ʹfeɪvərɪt/ P/R
311 S4 : You're welcome. How was your trip ?
312 S3 : I hit some traffic on the motorway, but quite smooth overall. P/Irr
313 T : /kwaɪt/ C2, C1
314 S3 : /kwaɪt/ P/R
315 S4 : Excellent. How's your mum ? 316 S3 : She's very well. She sends her love. 317 S4 : It's a shame she couldn't be here today.
318 S3 : It is. She's have loved to see you both, but she had an appointment she couldn't get out of.
319 S4 : Well, next time I hope. Lunch will be ready soon. We thought we could go for a walk around town afterwards. You haven't really seen much of town, have you ?
P/Irr
320 T : /θᴐ:t/ C2, C1
321 S4 : /θᴐ:t/ P/R
322 S3 : No, I haven't. That'd be great.
323 S4 : I can hear Tyler coming down now. He'll keep you company while I serve lunch.
324 S3 : Great. It smells wonderful !
325 T : Good. Give applause. Thank you. You may sit down.
Well, that the example of welcoming friends in form of informal. Now please help me to identify which one of the expression welcoming friend. Deni please.
B1, A1 D2
326 S5 : hmm... (silence) C/Ro
327 T : Who can help him. Oh, Sigit please. D2 328 S6 : hmm.. Let me take your coat, and then come through to the living room,
and make yourself at home and then, What can I get you to drink?
C/R
329 T : Good. What else Wahyu? B1
330 S7 : I've made some fresh tea, but you can also have coffee or hot chocolate. C/R 331 T : Good. Well, here I have another conversation, it is about welcoming
someone in the office. It means that it is formal conversation. Well, I‟ll invite Adit and Adam. Both of you pretend that you are have a job and at the office now. Adam become Leo and Adit become Mark. Let‟s start.
B1
332 S8 : Good morning, Ms Sawyer. Do come in. Welcome. It's nice to see you again.
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334 S8 : So have we. May I take your coat ? P/Irr
335 T : /kəʊt/ C2, C1
336 S8 : /kəʊt/ 337 T : Good
338 S9 : Certainly. Here you are.
339 S8 : Please have a seat, and make yourself comfortable. I'll tell Mr Kligman you are here. Would you like something to drink ?
340 S9 : Yes, I wouldn't mind a hot drink, if at all possible.
341 S8 : Of course. We have tea, coffee and hot chocolate. What would you prefer ?
342 S9 : Coffee would be great, thank you. 343 S8 : How would you like your coffee ? 344 S9 : A drop of milk and one sugar, please.
345 S8 : Here you are. Please help yourself to the cookies. 346 S9 : They look delicious, thank you.
347 S8 : You're welcome. did you have any trouble finding the way ?
348 S9 : No, the directions you sent me were very clear, and there was hardly any traffic on the road.
349 S8 : Excellent. How's Mr Smith ? 350 S9 : He's very well. He sends his regards. 351 S8 : It's a pity he couldn't join us today.
352 S9 : Indeed. He would have really liked to come, but unfortunately he wasn't able to rearrange his schedule.
P/Irr
353 T : /riəʹreindȝ/ C2, C1
354 S9 : /riəʹreindȝ/ P/R
355 S8 : Well, I certainly hope he can join us on your next visit. As for today's schedule, we thought we could have lunch first and then show you around the company. How does that sound to you ?
356 S9 : Very good. I'd really like to see you design centre.
357 S8 : Certainly. Well, I think that's Mr Kligman coming now. I'll leave you in his good hands while I make the lunch arrangements.
358 S9 : Splendid. Thank you very much.
359 T : Good. Give applause. Thank you. Well Adit, can you show me which one is expressing welcoming to the visitor.
B1, A1 360 S9 : First, Do come in, and then, May I take your coat ?, then, Please have a
seat, and then, Would you like something to drink ? and then, How would
you like your coffee ?. I think that‟s all, Sir. C/R
361 T : Good. Well all, understand so far? B1
362 Ss‟ : Yes, Sir.
363 T : well, here I have situasion card for you. And then please you have to make your own conversation with your chairmate. And I will take the score from your written. I give you ten minutes and then collect it in my table. Any question so far?
364 Ss‟ : No
365 T : Do you understand what I mean? 366 Ss‟ : Yes
367 T : Okay, let‟s starts ten minutes from now.
(After ten minutes) Okay, times is up, collect your work in my table. Okay, that‟s all our lesson today, please prepare for dzuhur pray. Thank you for your attention and Wassalamualaikum
Warohmatullahiwabarokatuh.
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Videotaping Transcription Data
School : SMA IT AR-RAIHAN English Teacher : Agustiawan, S.Pd Subject : Question Taq Class : X – Imam Bukhori
Date : Monday, 26 November 2012
No Transcription Data Theme
369 T : Assalamualaikum Warahmatullahiwabarokatuh
370 Ss‟: Waalaikumsalam Warahmatullahiwabarokatuh
371 T : Good Afternoon everybody. How are you today?
372 Ss‟: Good Afternoon. I‟m Fine and you? 373 T : I fine too. Who is absent today? 374 Ss‟ : Nothing, Sir
375 T : Good.
376 T : Well today, we are going to study about question taq. Okay, I will explain the material and please pay attention to the white board. ( Teacher explaining the material about question taq)
Okay, any question so far? 377 Ss‟ : No
378 T : Okay, If there is no question, I will give you question. Look at the projector. First question, They have finished their homework,...? Aldi what is the answer?
379 S1 : (silence) C/Ro
380 T : who can help Aldi? Rifath help him. D2
381 S2 : haven‟t them? C/Irr
382 T : No, the right one is Haven‟t they? Understand? C2, C1 383 S2 : Yes, Sir
384 T : Second question, She didn't come to the shop, (did she?/didn‟t she?). Aldi once more.
385 S1 : did she. C/R
386 T : Good. You understand? B1
387 S1 : Yes, Sir
388 T : next question, New York is in England,
(is it?/isn‟t it?). Fauzan please answer the question.
389 S3 : Isn‟t it? C/R
390 T : Okay, next question Andy and Marc are reading comics, (are they?/aren‟t they?) Azizah please.
B1
391 S4 : aren‟t they C/R
392 T : Good. And then, He likes lasagna, (does he?/doesn‟t he?)
B1
393 S5 : doesn‟t he? C/R
394 T : good. Well, that‟s all. Any question? B1 395 Ss‟ : no, Sir
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396 T : Well, I will give you a test and you have to finish it in fifteen minutes. Ready? Let‟s start.
Finish? Okay, please collect it now.
Okay, I think that‟s all our lesson today, thank you for your attention
and Wassalamualaikum Warohmatullahiwabarokatuh.
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43
narrative sentences and selective transcript were used to analyze and display the results of the data from observation and interviews. Meanwhile, the tables were used to display the results of the data from observation.
Drawing Conclusion
The last step was drawing conclusion. In this step, the data were validated by the accuracy of findings. Then, the data gathered from three results of the observation and the interviews were drawn into conclusion as the result of the study.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
1. Feedback are viewed by both teacher and students as an important thing in teaching learning process. In terms of the feedback given, the feedback tends to be given personally to the students. It makes the students know what they have achieved and what the students should remedy in learning. The appropriate feedback are given when the teacher give the feedback by considering the quality of students’ speaking
performance and considering which feedback are appropriate for the condition.
2. In terms of students’ responses toward the feedback, facilitating feedback can motivate students in learning speaking. Furthermore, adjusting feedback with students’ characteristics is important to be applied by the teacher.
3. In terms of teacher’s and student perception toward feedback used in teaching speaking, the teacher assumed that giving feedback is important part in teaching learning process. Students need to be controlled espesially
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76
their fluency, pronunciation and keep them motivated to try to speak up and helped the students understand what were correct and what were incorrect and the students expected that the feedback could help them to know how well their effort in learning speaking.
5.2 Suggestions
After concluding the analysis, the researcher would like to propose some suggestions related to the research conducted. The suggestions cover the suggestion for the teacher and for further research.
For the teacher, it is suggested that in giving feedback, the teacher should understand what the effective feedback are. By knowing it, the feedback will be given appropriately. It is also suggested that the teacher should pay more attention to students’ speaking to give effective feedback. The teacher should also tend to give feedback in the form of descriptive feedback. It
provides information on how and why the feedback are given to the students.
In addition, the researcher also would like to propose some suggestions for further research. Considering the analysis of the teacher’s feedback is focused on
teaching speaking, for the further research, the writer suggests that analyzing the teacher’s feedback will be focused on the other speaking aspects. Then, the choosing of the teacher should be considered well since the teacher is the main participant. Last, it is suggested that the study should be conducted in a longer period. It is hoped that the researcher can gather more data and have much time to analyze the data.
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