19 correct the students on the pronunciation and
he says “You pronounce the ‘th’ in ‘three’ incorrectly. It should be ‘th’ instead of ‘t’”. The lecturer directly mentions
the mistake of the student. The student does not need to process the sentence complexly, heshe just needs to listen and to take the sentence as it is.
In indirect feedback, the student needs to analyse the sentence in order to get what the
lecturer is trying to say. For example, “We do not pronounce the ‘th’ in ‘three’ like ‘t’ but we pronounce it as ‘th’” if this sentence is taken literally by the
student, then heshe will think that the lecturer only tells him facts, but actually the lect
urer is telling the students that he had made a mistake on pronouncing the ‘th’ in ‘three’ and the student must correct his pronunciation. The student needs to
process the sentence in order to know what the lecturer is trying to say. In short, indirect negative feedback will be more polite and less rude
compared to direct negative feedback. The students hearing an indirect feedback will receive less negative feeling compared to direct feedback. However, there is a
possibility that indirect negative feedback may not be as effective as direct negative feedback. The student who receives indirect negative feedback may not be able to
find out what the actual meaning of the feedback is.
6. The Use of Hedging Devices in Negative Feedback
According to Wilamova 2013 “Hedges particles, lexical and clausal
hedges, pragmatic idioms are pragmatic markers that attenuate or weaken the strength of an utterance
” p. 85. Hedging devices are often used to soften an utterance. Hedging devices are used to make the utterance less offending and can
20 also be used to make it more powerful. They are used often to increase the politeness
of an utterance. Based on Salager-
Meyer’s taxonomy as cited by Nasiri, 2012, p. 152, there are five types of hedges; 1 Shield hedges such as can, could, may, might, would,
to appear, to seem, probably, and to suggest, 2 Approximators such as approximately, about, often, and occasionally, 3 Personal doubt and direct
involvement such as I believe, to our knowledge, and it is our view that, 4 Emotionally-charged intensifiers such as extremely difficultinteresting, of
particular importance, unexpectedly, surprisingly, etc., and 5 Compound hedges such as could be suggested, would seem likely, and would seem somewhat p. 152.
Brookhart 2008 states that a lecturer should choose words that communicate respect for the student and the work p. 7. The hedges can be used by a lecturer to
reduce the negative effect of negative feedback. As the negative feedback by the lecturer becomes less offensive, the students may take the negative feedback as a
good thing for them. Using type 3 of Salager- Meyer’s taxonomy by saying “As we
know that pronunciation is important, we need to practice our pronunciation every day” will be less offensive to the student compared to “Your pronunciation is bad
and you need to practice more” where the student may become demotivated or embarrassed as the teacher elaborate the student’s weakness directly and in front of
other students. Using “as we know…, we need to…” makes the feedback more like
it is normal and everyone agrees with that. Compared to using
‘your ’ will cause the
student that only him who has bad pronunciation, not other students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21 In contrast, hedges may also reduce the strength of the feedback and make the
feedback less effective. The use of hedges may reduce the power imposed on a sentence. People will react to a “Open the door” more than b “Could you please
open the door?” Sentence a feels more commanding compared to b, which is more like a request. This research will use hedges in creating the options for part B
of the questionnaire where the respondents should choose one as their preferred negative feedback.
7. Review of Related Study
