50
Table 4.7 Questionnaire part B number 3 case II Data Summary
Option QB II 3 Feelings
1 motivated6, encouraged6, insulted, okay2
2
sad, motivated5, encouraged2, challenged, embarrassed, insulted, upset, angry
3 encouraged2, insulted, motivated3
4 okay, encouraged2, motivated4, depends on the language
5 empty
6
empty
7
motivated3
8
motivated2
T otal
motivated22, encouraged7, okay3, challenged1, insulted3, embarrassed1, upset1, angry1, sad1,
depends on the language1
S u
m m
ar y
Positive feeling 33
Negative feeling 7
Other 1 Similar to the response to case I, the respondents mostly stated that they felt
motivated. The next most mentioned feeling was encouraged. The respondents also mentioned several other feelings that appeared less than five times. Those feelings
were sad, insulted, okay, challenged, embarrassed, upset, angry, and motivated but depends on the language. The responses to case II number 3 were mostly positive.
Thus, it could be concluded that receiving negative feedback for oral performance gave positive feeling to the respondents.
c. Combined Analysis of Case I and II
Continuing the analysis for each case, a combined analysis for both cases was also done. The combined analysis was done for part B of the questionnaire. The
data from the questionnaire part B number 1 for case I and II was summarised in Table 4.8 to ease the combined data analysis.
51
Table 4.8 Questionnaire Part B Question 1 Case I+II Data Summary
Option Type
Times chosen 1
Direct Oral without Hedging 17 24.29
2
Direct Written without Hedging 19 27.14
3 Direct Oral with Hedging
11 15.71
4 Direct Written with Hedging
13 18.57
5 Indirect Oral without Hedging
1 1.43
6 Indirect Written without Hedging
3 4.29
7 Indirect Oral with Hedging
3 4.29
8 Indirect Written with Hedging
3 4.29 In Table 4.8, the percentage for indirect negative feedback was low, shown
by the total of 14.29 for option 5-8, which had the indirect feature. Meanwhile, the percentage for direct negative feedback was superior, 85.71. Thus, it could be
concluded that more direct negative feedback was preferred by the respondents for both oral and written performance. Based on the theory, an indirect approach is used
to prevent the interlocutor from being offended Brown Levinson, 1987; Kasper, 1990; Leech, 1983, as cited by Ardissono, Boella, Lesmo. Based on the data,
the respondents preferred direct negative feedback, even when they had reasons related to negative feelings in choosing the negative feedback. Thus, it showed that
direct negative feedback did not offend the respondent even without using hedging. The next combined analysis was for the second question. The reasons for case
I and II were combined to find out the reasons in total. The data were summarised in Table 4.9.
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Table 4.9 Questionnaire Part B Question 2 Combined Data Summary
Case Reasons
I Motivation related 3
Negative feeling related 11 Form related 7
Clarity 28 Directness
7 Practicality 2
II Motivation related 2
Negative feeling related 14 Form related 12
Clarity 13
Directness 7
Total Motivation related 5
Negative feeling related 25 Form related 19
Clarity 41
Directness 14
Practicality2 In Table 4.9, it was visible that the two main reasons for considering negative
feedback for both cases were clarity and negative reasons related to feeling. Clarity was mentioned 41 times. This result was supported with Brookhart 2008 theory
on effective feedback that feedback should be clear p. 2. The respondents also considered clarity as the first priority when considering negative feedback.
Meanwhile, reasons related to negative feelings were mentioned 25 times. There were also some other reasons that were mentioned by the respondents. Reasons
related to form were mentioned 19 times. Meanwhile, reasons related to directness were mentioned 14 times. For any form of negative feedback, the respondents
preferred clear negative feedback and for the form of the feedback, the respondents preferred the form that matched the performance, oral negative feedback for oral
performance and vice versa. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53 The last combined analysis was done for question number 3 for part B. The
data was summarised in Table 4.10.
Table 4.10 Questionnaire Part B Question 3 Combined Data Summary
Case Feelings
Summary
I motivated23, encouraged12, okay2,
enlightened2, happy2, improved1, satisfied1,
sad2, insulted1, upset1, angry1, depends on the language2
Positive feeling 43
Negative feeling 5
Other 2
II motivated22, encouraged7, okay3,
challenged1, insulted3, embarrassed1, upset1,
angry1, sad1, depends on the language1
Positive feeling 33
Negative feeling 7
Other 1
Total motivated45, encouraged19, okay5,
enlightened2, happy2, improved1, satisfied1, challenged1
sad2, insulted1, upset1, angry1, depends on the language3
Positive feeling 76
Negative feeling 12
Other 3 Displayed in Table 4.10, positive feelings were superior to negative feelings
that were felt by the respondents after receiving the negative feedback for both cases. In Table 4.10, there were many kinds of feeling. Those feelings were grouped
into three, positive, negative, and other. Motivated, encouraged, okay, enlightened, happy, improved, satisfied, and challenged were grouped into positive feelings.
Meanwhile, sad, insulted, upset, and angry were grouped into negative feelings. Feeling such as depends on the language was grouped into other. Positive feelings
were felt by the respondents and mentioned 76 times in total for both cases. Meanwhile, negative feelings were only mentioned 12 times. This showed that, in
general, negative feedback gave positive feelings to the respondents. Finally, it could be seen that the analysis related to the second research
question showed similarity. The preference from questionnaire part A showed that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54 direct written negative feedback was preferred by the respondents for negative
feedback in general. Meanwhile from questionnaire part B, the respondents showed great preference for direct written negative feedback without hedging Table 4.8.
Both result showed that direct written negative feedback was preferred by the respondents and without hedging. The respondents used the clarity, impact on
feeling, and form in choosing the option. In addition, they expressed positive feeling to the negative feedback.
55
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
The last chapter includes the conclusions and recommendations. This section has two parts. The first part is the answer to the research questions and the second
part is the recommendation for researchers, teachers, and teacher candidates.
A. Conclusions
Based on the analysis and discussion in Chapter IV, the research questions related to ELESP students’ perception and preference for negative feedback could
be answered. The first question related to how ELESP students perceive negative feedback was answered by the first part of Chapter IV. The second research
question related to ELESP students’ preference was answered by the second part of Chapter IV.
The answer to the first research question is that ELESP students perceive negative feedback to be needed for their improvement and it gives them motivation.
Additionally, they perceive direct negative feedback to be clearer than indirect negative feedback.
In part A, there were three main focuses. They were the need, impact on motivation, and the clarity of negative feedback. For the first focus, a large number
of respondents considered that negative feedback was needed for their improvement. It showed that ELESP students had the need of negative feedback for
their improvement. The second focus was the impact of negative feedback on PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
