commit to user 17
B. Error Correction Feedback 1. Meaning of Error Correction Feedback
Teacher’s treatment of learner’s error is an important aspect of second and foreign language acquisition. Every teacher will have different views on this because this treatment can
be used as an input from readers to writer that provides information for revision Reid, 1993: 218 and an effective means to communicate to the students about their writing Chaudron,
1984:2 and different ways of correcting their students’ error and it is a case of finding out what teacher and students feel comfortable with. The skill of writing in a first L1 or second language
L2 is a complex issue, as becoming a proficient writer entails mastering elements of content, style, and organization in addition to surface elements such as grammar, vocabulary, and the
actual mechanics of writing. While surface errors are generally of secondary interest in L1 writing, they have been a focus of L2 writing research for sometime. One important area of
research in L2 writing is that of errorgrammar correction, specifically, whether learners actually benefit from the feedback that they receive from instructors and which type of feedback is most
important. Harwood 2002 states that feedback is the part of writing program which is either
underused or misunderstood. Feedback is limited to the overt correction of errors and the provision of comments andor grades by the teacher. Feedback can and should be a learning
experience, which provides the link between the consecutive writing lessons. During feedback, learners are invited to identify the merits and shortcomings of their writing performance,
understand the reasons for these shortcomings and the discussion of possible improvement. When learners become familiar with feedback procedures, feedback activities can also be set as
homework.
commit to user 18
Then, Lummeta 2005 stated that feedback is a process by which the teacher provides learners with information about their performance for the purpose of improving their
performance. According to Heidi 1982:62, feedback generally refers to the listeners’ or readers’
response given to learners’ speech or writing. One type of feedback is correction. Edge 1997:59 says that correction means helping people to express themselves more accurately. Correction
should not mean insisting on everything being absolutely corrected. It helps the students to become more accurate in their use of language. Hendrickson 1979:5 states that he gives
correction to ESL student’s composition by giving marks to the errors in order that they would be able to identify many of their errors and recognize the deviant form and structures in their
written work and finally reconsider their errors into correct sentences. Also, Wingfield, as quoted by Byrne 1998 has pointed out that the teacher should choose correcting techniques that are
most appropriate and most effective for individual students. He lists five techniques for correcting written errors.
1. Teacher gives sufficient clues to enable self-correction to be made. 2. The teacher corrects the scripts.
3. The teacher deals with errors through marginal comments and footnotes. 4. The teacher explains orally to individual students.
5. The teacher uses the error correction as an illustration for a class explanation. In short, it can be stated that error correction feedback is the teacher’s act to deal with the
students’ performance on writing by marking the errors on their composition by giving certain marks to the errors so that the students recognize their errors and can discover deviant, forms and
commit to user 19
structures of the target language learned. It helps the students to become more accurate in their use of language.
In association with the error correction, error analysis is needed. Hendrickson 1979:3 stated that errors are always produced by language learners and these errors can provide
significant insights into how languages are learned if they are studied systematically. In other words, students frequently make grammatical error in their communication and by studying the
grammatical error made by students, teachers are able to infer the nature of students’ knowledge of grammar Corder, 1985:257.
Dealing with the correction feedback by teacher, Vengadesamy 2002 wrote that when responding to form in students’ essays, teachers normally make one of three types of correction.
1. Firstly, they might indicate only location of an error in the students’ essays. 2. Secondly, they may choose to indicate both the location of the error and the type of error
that the students has made for example, by writing ‘tense’ to indicate that the wrong tense had been used, or ‘SVA’ to indicate a subject verb agreement error
3. Thirdly, the teacher’s response gets even more salient in the third type of response, where they opt to indicate not only the location and type of error, but also provide a model of
the correct version. Li 2006 stated that giving effective feedback is a central concern for any teachers of
writing and an important area for L2 writing research. Feedback itself is always viewed as the essentials of writing since it impulses the writers to refine their first writing draft into a final
complete draft. Kepner 1991:141 defines feedback in general as any procedures used to inform a
learner whether an instructional response is right or wrong. For the purpose of the teacher’s
commit to user 20
assignment, however, feedback will strictly refer to the written feedback given teachers as a response to their student’s error in writing. Form feedback which is also be known as grammar
feedback and surface-level feedback is the type of feedback that looks into issues like grammar, spelling…etc. to ensure whether grammar feedback is necessary. Grami 2005 states that some
of the studies form feedback give practical evidence that grammar correction in fact does help students to improve their accuracy.
Kepner 1991:305 believes that error correction in second language teaching is perennial concern to L2 teachers. He notes that many L2 teachers fear the fossilization of error
and that teachers feel normally obliged to correct all mistakes in their L2 student’s work. While Ferris 1999 noted that L2 students are very much concerned on accuracy and they will ask for
their errors to be corrected by the teacher. Hyland and Hyland 2001 also note that providing written feedback to students is one of
the ESL writing teachers’ most important tasks. In the same manner, ESL students were also reported to overwhelmingly desire their linguistic errors to be corrected and they strongly believe
that it is teacher’s responsibility to provide such feedback. In short, ESL teachers have to correct surface-level errors and students want their teachers to do so. As Ferris 2002 stated for such an
attitude by ESL students is that L2 writers are aware of their linguistic limitation and thus more likely to focus on word or sentence level accuracy.
2. Types of Feedback : Direct and Indirect Feedback
Giving feedback to students’ grammatical errors is the teacher’s responsibility in order that students will not make same mistakes and errors they ever made. In this study, there are two
types of feedback dealing with the treatment of grammatical error, namely, direct and indirect feedback. According to Hendrickson 1984, the purpose of indirect feedback is to indicate either
commit to user 21
the presence or the specific location of errors. Direct feedback means not only to indicate the presence or location of errors, but also to suggest correct forms. If the students are only provided
with direct feedback on their final draft, they do not have an opportunity to reflect and correct the errors for themselves; they only note the errors marked by the teacher. This is one reason why
indirect feedback has received more support among researchers Ferris, 2002; Hendrickson, 1984; Lalande, 1982; Robb et al., 1986. Roob et al. 1986 suggested that teachers should not
waste time giving direct feedback to students if both direct and indirect methods are more equally effective.
Frodesen 2001 also suggested that indirect feedback is generally more useful than direct correction in correcting. He advised L2 writing teachers not to provide correction on all errors
because it makes students feel overwhelmed and reduces their motivation for learning. Others have reported that indirect feedback may be more beneficial to students than direct feedback in
editing because indirect feedback can guide learning and help the students to solve problems by themselves Lalande, 1982. In the case of Hendrickson 1984, the combined method of indirect
and direct feedback was considered most beneficial for the students in the revision process, because some types of errors could be more readily corrected by students and others could not.
For example, if the students make an error concerning a noun ending, they can correct their own error by using the cues that the teacher gives, or by referring to a grammar book. However, they
have more trouble choosing appropriate words in context and using acceptable sentence structures if only the location of errors are indicated without any guidance as how to correct the
forms as shown in the study of Ferris et al. 2001. Depending on their linguistic competence and exposure to language use, students have differing levels of difficulty when asked to correct errors
if teachers do not give them enough information.
commit to user 22
Supposing indirect feedback is superior to direct feedback for pedagogical reasons, the next issue may be the level of explicitness or salience of indirect feedback Ferris et al., 2001.
Robb et al. 1986 explored whether the salience of indirect feedback influenced student’s accuracy, fluency, and grammar. They classified indirect feedback into three subcategories;
coded, non-coded and marginal feedback. Firstly, coded feedback is a a method in which teachers provide a coding scheme that indicates the types of students errors, such as noun ending
and tense, etc. and students are supposed to correct the errors themselves. Secondly, non-coded feedback only marks the location of the errors by underlining or circling them; teachers do not
specify the error types or correct forms. Thirdly, marginal feedback signals the number of errors per line by writing in the margin. The students have to both discover and correct their errors. It is
reasonable to consider that the marginal feedback is the most challenging method for ESL writers.
In conclusion, both types of feedback, direct and indirect feedback are necessary to help students learn and solve the problem on their linguistics’ competence.
3. Strategies for Feedback A. Teacher-Editing
For beginner student who starts writing essays toward the end of the first term, it may be difficult to do the self and peer editing. The teacher may provide guidance during editing or she
may do the editing and proof-reading with the student to set an example.
http:www.temple.edugradmagfall98loewen.htm
commit to user 23
B. Peer-Editing
Kategori