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five types of corrective feedback used by the teacher in UMS. That was clarification request, recast, met linguistic feedback, explicit and translation. The frequency of Each
Type of Corrective feedback Used by the Teacher in teaching speaking in UMS. The frequency of the use of corrective feedback found clarification request found 69 data or
about 59 , recast 23 or about 19,7 met linguistic found 17 data or about 14,5 , explicit correction found 4 data or about 3,4 and translation found 4 data or about 3,4
. The dominant Type of Corrective feedback used by the teacher in teaching speaking in UMS.
2. Research Method
In this research, the subject of the study is limited to the teacher and the students of SMP N 2 Baturetno especially at the second year. The object of the study is the
technique of teaching writing descriptive text using teachers feedback applied by the teacher at SMP N 2 Baturetno. The data of this research are the activities of the students
and teacher. The writer took field note from observation. There are three sources of the data: event, informant, and document. In this research, the writer uses three method of
collecting data, there are observation, interview, and document analysis. The techniques for analyzing the data that are used by the writer are reducing the data, displaying the
data, and drawing conclusion.
3. Research Finding and Discussion
3.1 Research Finding
3.1.1 The Type of Teacher Feedback used in Teaching Descriptive Text.
a Feedback on Content Positive Feedback
In feedback on form, the teacher not only corrects the students error very explicit by telling the students that their writing is wrong then tells the
reason, but also very implicit by using repetition to the wrong word or sentence that is written by the students. Here is the analysis of feedback on
content positive feedback based on the writer‟s observation. 1
Metalinguistic Feedback In the observation, the writer also finds some metalinguistic
feedback in the teaching learning process. In the metalinguistic, the
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teacher provides comments or questions related to the well- formedness of the students utterances feedback.
These are data in teaching learning process of writing class. Here, the writer found four excepts which used as the data. The first data,
teacher asked the student to read his homework about descriptive text. But, the teacher fined the errors when students said as follow:
Data 1 [MeL]
Student : HeMr. Aldo
Teacher : use
– auxiliary verbs is, am or are Students
: He is Mr. Aldo The metalinguistic can be seen when the students answer is
incorrect. T he answer is “HeMr. Aldo” whereas it must use
auxiliary verb „is, are or am. So, the teacher corrects the answer by saying “You need an auxiliary verb „is‟ because the subject is the
third singular person ”.After that, students‟ reply the answer by
using„is‟. This is an effective way to build students skill in grammar.
b Feedback on Form Negative Feedback
In this research, the writer finds the correction in content and form. In feedback on form, the teacher not only corrects the students error very explicit
by telling the students that their writing is wrong then tells the reason, but also very implicit by using repetition to the wrong word or sentence that is written
by the students. 1
No correction but comments and question on content In this type, the teacher gives a correction in teaching learning
process. Here is the data of this type, when the teacher asked students to make a group to make a descriptive text
Indri Setiawatik 18 Kharisma Suri 20
My Sister
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My name is Mely. I am 14 years old. I have one sister. Her name is Metta. She is 20 years old. She is tall. She is beautiful girl. She have long wavy hair. Her favorite
food is all about seafood. She like drinking lemon tea everyday. Her hobbies are playing badminton. I sometimes play with her. She is funny person. I like her.
According to the data above it shows that the teacher did not give a correction. He marked the studentsworksheet. It would make students confused. It
is because since there is no comment or correction given by the teacher.Whereasthe students need correction to understand the context. Actually,
there are many errors made by the students in their work above.The errors are: „She have long wavy hair‟. This sentence is incorrect, and the correct sentence is
„She has long wavy hair‟. Another incorrect sentence is „She like drinking lemon tea everyday‟. The correct sentence is „She likes drinking lemon tea everyday‟.
This type of correction is not suitable for the second year students of SMP N 2 Baturetno, because most of them have lack of motivation.
3.1.2 Identification of form errors without help toward correction
In this type, teacher only identifies the form of errors, but the teacher did not help on the correction. Sometimes the teacher used this
type. He only identifies the error but he did not help the students to revise their work. For example the teacher moves around the class and he finds
one of his students who made a text. He corrected the text and said: “it is
wrong, use V 1” without additional explanation on the matrial.
3.1.3 Indirect error marking using a coding system for learner self correction
In teaching learning process, the teacher often uses this type. He uses indirect error marking using a coding system for learner self-
correction. He gives sign or circle to mark the error of students work. Here is the example:
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Nama : Dessela Takbir Riyanti
Kelas : VIII A
Absen : 12 My Brother
I have a brother. Her name is Habibi. He is a friendly and handsome boy. He is 17 years old. He have short and straight hair. He is a student of SMA 2 Salatiga. He go to
school by motorcycle. He go to school at 6.30 every morning. Her hobby is playing football. He likes watching football match.
The correction above shows that the teacher does the type of correction feedback indirectly on the error marking using a coding system
for learner self – correction type. With this correction type, the teacher
gives correction by using sign to mark the error, but the students must correct them by herselfhimself.
3.1.4 Direct correction of form errors
Direct correction of form error means the teacher corrects it directly. In the class which is observed by the writer, the teacher seldom
uses this type. When the teacher checked students work one by one, he found an error made by student. One of the errors is made made by Adetya
Restu Putra.He wrote: I have one brothers and two sisters. Directly the teacher marked the error made by Adetya. The correction is: I have one
brothers and two sisters. The correction was done directly by the teacher at the same time.
3.15 The use of Red Ink and Black Ink in Corrective Feedback The use of ink color has certain meaning. Using pencil or blueblack ink to
mark is less excoriating than red ink.The students own writing then stands out as the important writing on the page.What should be remember is that it is
notalways necessary or productive to highlight every grammatical error. The marking should focus primarily on the purpose of the writing and whether the
student has achieved the required individual outcome. The red ink means that it has taken on negative connotation and such limits the constructiveness of
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comments written in red ink. In the observation, the teacher uses the red ink when she correct students work.
The teacher does this strategy, he always using red ink to correct students work.
Following is the evidence of the correction by using red ink :
Nama : Febryan Munandar
Kelas : VIII A
Absen : 15
My Father My father is about 40 years old. He have short and black hair. He is very friendly because he
knows almost everybody in the neighborhood. He is a diligent man. He cleans the garden and yard every Sunday. He often works on the garden with his children.He is a good volleyball player. He
plays volleyball with our neighbors in the community center every Saturday.
The data above shows that some students still make some mistakes, especially when they use conjunction because, although and when they use a
mental verb „have or has‟ and preposition„on‟. In this case the teacher has to
repeat the explanation clearly 3.1.6
The Students Responses of the Teaching Writing Descriptive Text Using Teacher Corrective Feedback
The review of the students responses of the teaching writing using teacher feedback is different from one and others student. The teacher uses corrective
feedback in teaching writing descriptive text because it is very effective. It means that the teacher
can identify the students‟ difficulties by knowing their errors. From the difficulties of the students there are some responses.
The first from the metalinguistic feedback is the teacher provides comments or questions related to the well- formedness of the student
‟s utterances feedback.
Based on th interview and observation the students response of second year students of SMP N 2 Baturetno, one of the student says that:
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“Dengan pengajaran ini guru memberikan feedback dan membantu mengoreksi pekerjaan saya
yang salah mbak, jadi saya tau kesalahan jawaban saya” It shows that the teacher gives feedback to the students, and the feedback
can make the students think more clearly. So students will answer the question correctly.
Then, the teacher uses no correction but comments and question on content to teaching writing descriptive text. In this type of corrective feedback the
teacher did not give a correction. She marked the studentsworksheet. It would make students confused. It is because since there is no comment or correction
given by the teacher.Whereasthe students need correction to understand the context.
Based on th interview and observation to the students of second year students of SMP N 2 Baturetno, one of students said:
“saya tidak tahu kesalahan pekerjaan saya ada dibagian mana mbak, karena guru tidak memberi tanda salah
atau memberi tahu bagian yang salah” This type of correction is not suitable for the second year students of SMP
N 2 Baturetno, because most of them have lack of motivation. Next type is indirect error marking using a codingsystem for learner
selfcorrection. This type often use for teaching learning in writing. Based on the interview and observation to the students of second year students of SMP N 2
Baturetno, one of student says that, “Jadi guru biasanya menyoret bagian yang
salah pada lembar keja saya dan saya harus membenarkan pekerjaan saya sendiri mbak”
With this correction type, the teacher gives correction by using sign to mark the error, but the students must correct them by herselfhimself.
The use of ink color has particular meaning. Using pencil or blueblack ink to mark is less excoriating than red ink. The marking should focus primarily
on the purpose of the writing and whether the student has achieved the required individual outcome. The red ink means that it has taken on negative connotation
and such limits the constructiveness of comments written in red ink. In the observation, the teacher uses the redink when he correct students work.
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Based on the interview and observation to the students of second year students of SMP N 2 Baturetno, one of student says that,
“Dengan guru memberikan coretan merah pada pekerjaan saya itu lebih memudahkan saya
mbak, untuk mengetahui kesalahan saya ada dibagian mana” So, the writer can review type of teacher feedback in teaching learning in
writing descriptive text, the conclude of the type that the students easily to understand the learning using corrective feedback. They can know what their
mistakes. Based on the interview and observation to the students of second year
students of SMP N 2 Baturetno, one of the students say that, “sayalebihsenangmenggunakanteknik corrective feedback.Karena sayabisa tau
kesalahannyasendiridanbisalebihpaham”
The teacher used some type of corrective feedback in teaching writing descriptive text. And the student responses of the teaching writing descriptive text
using teacher feedback is different from one and others student,because depending on the type of feedback given the teacher. The writer can conclude,
when the teacher gives direct feedback to the students make easily to understand the learning and they can know what their mistakes. They said that the feedback
type applied by the teacher in the teaching writing descriptive makes them easy to write and they can identify and correct the errors.
The teacher also used of ink color to correction the learning. In the observation, the teacher uses the redink when she correct students work.In teacher
corrective feedback, students can know and correct the errors after it is corrected by the teacher. Here, the teacher does not only correct the errors directly by
writing the correct one, but also pointing out and explaining to the students so that they can correct by themselves. In addition, the teacher can identify the student
difficulties by knowing their errors so that it can accelerate the teaching learning process. Besides, it is very helpful for the students because they know their errors.
3.2 Discussion
