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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher describes the theories of feedback used as the backbone of this study and Public Speaking in the English Language Education
Study Program in Sanata Dharma University. Furthermore, the researcher’s preunderstanding for lecturer’s feedback in public speaking based on the theories
and the researcher’s experience is discussed in theoretical framework.
A. Theoretical Description
In theoretical description, three terms that become the backbone of this study are going to be discussed and elaborated. Each term will be supported by
previous theories or related information. Those three terms are feedback, speaking learning progress in the ELESP, and public speaking course in the ELESP of
Sanata Dharma University.
1. Feedback
In learning a second language, the role of feedback for the students is essential. Feedback is described as the process of informing the students about
their learning progress as well as guiding them for their language skills improvement Lewis, 2002; London, 2003. The student
s’ learning progress includes what the students have done well and what they have not done well yet in
their language performance. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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There are many benefits that the students can draw from feedback. Feedback enables the students to acknowledge what performance aspects are important, the
standards of performance expected and how they are doing to fulfill these requirements. It also motivates the students by showing which part of their
behavior that contributes to successful performance. In addition, feedback increases the student
s’ awareness to assess their own performances London, 2003.
In Public Speaking course, the students are encouraged to learn the skills through a lot of practices. They need to understand that the goal of their learning
is to use the language as a means of communication Irfani, 2014. In these practices, the students are likely to make mistakes as those mistakes are inevitable
in the learning process. Irfani believes that “making errors is a process to make
progress.” However, he thinks that the students should not do the same mistakes twice. Pollard mentions that the feedback which corresponds to the st
udents’ speaking errors can be used to bolster students’ knowledge of speaking skills. It
also helps the students become more aware of their speaking performance skills as cited in Irfani, 2014.
According to Zamel 1981, there are two kinds of feedback based on its purpose. Those types are informative and motivational feedback. Informative
feedback is given by providing the students about the result of their language performance, including the mistakes or errors that the students still need to work
on. On the other hand, motivational feedback is given to the students to encourage the students to keep practicing and take the mistakes and errors as the part of
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