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ACCEPTANCE TEACHER’S FEEDBACK TECHNIQUE IN TEACHING DESCRIPTIVE TEXT
TO THE EIGHT GRADE STUDENTS OF SMP N 2 BANYUDONO IN 20162017 ACADEMIC YEAR
PUBLICATION ARTICLE
by Giandira Sekarsari
A320120051
Accepted and Approved by Board of Examiner School of Teacher Training and Education
Muhammadiyah University of Surakarta on February 7
th
, 2017
Team of Examiner:
1. Mauly Halwat Hikmat, Ph.D.
Chair Person 2.
Drs. Djoko Srijono, M.Hum. Member I
3. Aryati Prasetyarini, S.Pd., M.Pd.
Member II
Dean,
Prof. Dr. Harun Joko Pravitno, M. Hum. NIP. 19650428199303001
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TEACHER’S FEEDBACK TECHNIQUE IN TEACHING DESCRIPTIVE TEXT TO THE EIGHT GRADE STUDENTS OF SMP N 2 BANYUDONO
IN 20162017 ACADEMIC YEAR
ABSTRACT
This study is aimed at describing: 1 the teacher feedback technique used in teaching writing descriptive text, and 2 the problems faced by the teacher in
teaching descriptive text using teacher feedback technique. In achieving the objectives, the researcher used descriptive qualitative as an approach to collect
and analyze the data. The research was held in SMP N 2 Banyudono. The research took 34 students of the second year students as the subject of the study.
The researcher gets the data of the research from event, informant, and document. The techniques for collecting data are observation, interview, and document
analysis. The result of the analysis shows that the teacher corrective feedback techniques are appropriate and effective to the eight grade students of SMP N 2
Banyudono in teaching descriptive text. By using this technique, the students are capable of knowing errors, the reason and corret it. So, it can facilitate the
teaching-learning process. The teacher has several problems in teching namely the students difficulties in finding the theme, students difficulties in developing the
content, the students difficulties in understanding the components of writing, and the deficiency of teaching media.
Keyword: teacher feedback technique, descriptive text
1. INTRODUCTION
As an international language, English has an important role in human life. However, more and more people need to learn English to make relation
between one country and other country for business, culture, tourism, and other interest. English became one of subject materials learned by students at any
educational level. The study of English occupies an important role in our educational curriculum. It covers four language skills that should be mastered,
namely listening, speaking, reading, and writing. Listening and speaking belongs to productive aspects, while reading and writing skills belong to
receptive aspects. As one of language skills, writing is a useful tool for discovering and
thinking Walvoord, 1985: 1. Writing expresses ideas, feelings, and
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phenomenon. It has purpose to communicate between writer and reader about the idea and knowledge of the writer. So, writing expresses the idea and
reaction about phenomenon from the writer. From the reason, writing skill is important for the development of English language.
Teachers often give the assessment for the students. One of the weaknesses in giving score is teachers tend to give score to the students in the
form of numbers, but they do not give any feedback. So, the students do not know their mistakes in writing. The teacher should give the students feedback
while giving them score, in order that the students know their mistake, so they can repair it.
Based on the explanation above, the researcher chooses one topic for her research to know the teacher feedback technique used in teaching writing
descriptive text and problem faced by the teacher in teaching descriptive text using teacher feedback technique.
The first study was conducted by Suryaningsih 2008 which aimed to describe the teache
r’s feedback technique in teaching pronounciation and to know the students responses. The researcher The results of this study reveal
that the teacher’s feedback technique is appropriate and effective for the fourth year students of SD N 09 Ngringo in teaching pronounciation.
The second study was conducted by Rukmini 2011 which aimed to describe the implementation of teaching writing descriptive genre using teacher
corrective feedback, the students response to the writing teaching-learning process, and the problem faced by the teacher. The result of this study reveal
that teacher corrective feedback technique is appropriate and effective for the second year students of SMP N 1 Tunjungan in teaching writing descriptive
genre. The third study focusing on teacher corrective feedback in teaching
writing recount text was carried out by Yuliyanti 2012. Her research was focused to describe the types of corrective feedback in teaching learning of
writing recount text, and the problem faced by the teacher in teaching writing recount text. The study showed that teacher corrective feedback technique is
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appropriate and effective for the second year students of SMA Muhammadiyah 1 Surakarta in teaching writing recount text.
The fourth study was Ismayanindar 2015. She investigated the teacher feedback technique used in teaching descriptive text, the student’s
response of the teaching writing descriptive text, and the problems faced by the teacher in teaching descriptive text. The study revealed that teacher’s
corrective feedback techniques was appropriate and effective for the seconf yar students of SMP N 1 Sragen in teaching descriptive text.
2. RESEARCH METHOD
