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F. Definition of Terms
In this section, the terms used in this research are defined. There are two terms that require further definition. The definitions are to prevent misunderstanding on
the terms that are used in this research.
1. Negative Feedback
Negative feedback is any kind of feedback given in response to students’
performance that fails to meet the expectation and it is intended to tell the students their mistakes so they can improve. Negative feedback can be in form of written
and oral. Reitbauer, Campbell, Mercer, Fauster, and Vaupetitsch 2013 mention “Negative feedback points out features of the learner’s language use which do not
conform to a norm.” p. 9. Negative feedback is the term used in psychology field. Rizi and Ketabi 2015 also mention
“The current familiar term “Corrective feedback” has been variously named in the history of the fields of second language
teaching and learning, linguistics and psychology” p. 63. Negative feedback is also known as corrective feedback in teaching and learning field.
2. Directness
In this research, directness refers to the message of the feedback, not whether the feedback is given directly to the student or delayed. There are two types of
directness in giving negative feedback, namely direct negative feedback and indirect negative feedback. Smith 1991 describes “An indirect speech act is an
utterance that contains the illocutionary force indicators for one kind of illocutionary act, but which is uttered to perform another type of illocutionary act.
” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9 p.
19. Based on Smith’s description, indirect means the meaning of an utterance is not shown in the sentence explicitly, but the meaning is received implicitly from
the utterance. Direct negative feedback means that the sentence itself shows the mistakes that the student makes, whereas indirect feedback means that the message
is shown implicitly from the sentence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter includes two major sections. The first section is to review the theories related to negative feedback. The second section contains the theoretical
framework explaining how the researcher uses the related theories to find out the answers for the research problems mentioned in the first chapter.
A. Theoretical Description
The second section contains six sub sections, namely feedback and the impact on motivation, criteria of an effective feedback, negative feedback and the impact
on motivation, forms of negative feedback, directness in negative feedback, and the use of hedging in negative feedback.
1. Feedback and the Impact on Motivation
Weiner 1979 states “Feedback is a vital concept in most theories of learning
and is closely related to motivation. Behavioral theories tend to focus on extrinsic moti
vation such as rewards” as cited in Petchprasert, 2012, p. 1112. In learning, students need to be motivated and the job for giving the motivation is the job for
the lecturerteacher. The motivation is usually in form of feedback based on students’ performance. Feedback contains the students’ lacks and goods. Through
feedback, students are able to know how their current position are to the learning goals.
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