Audiotaped feedback as a means for improving students' grammatical performance and idea in writing - Widya Mandala Catholic University Surabaya Repository
CHAPTER V
CONCLUSIONAND SUGGESTIONS
CHAPTERV
CONCLUSIONAND SUGGESSTIONS
T h i s c h a p t ecr o n s i s tos f t * , o p a r t sl.' h e f i r s t i s t h ec o n c l u s i o on f t h e t h e s i s
a n J t l r es c c o r : ri sl t h c r v r i t c r ' ss L r g s e s t i ornhsa tn r l ' b e u s c f u l t oE , n g l i sthc a c l r c r s ,
c s ; ' e i,l l l 5 r rr . l i n ut c l r c h c r : .
5.1
C o ni l u . s i o n
No i',rc lcarns *'ithout nrrkine crrors u'd so do ranguageJearners.
As
t r t l i k i i l gc r r o r si s p a r to f l c a r r r i n gc.r r o rc o r r c c t i o ri n
r t h c c l a s s r o o rirs u n a v o i d a b l e .
Therefore,sludentsneedan assistancein corrcctingtheir orvn
errors,that is, a
teacher.
It is clearthat the teachercorrectsstudents'errorsso that
studentsdo not
make errors rgain. However,this is wrong as giving a correct
nroderdoes nor
guarantcetlirt tlre studentswill not nrakcerrorsagain.
on the contrary,when the
tcachercorrcclsthoseerrors,sonreprobrer'sarise.For exampre,
a rvritingteacher
g i v e s a t o p i i l l a c h s t u d e n rt v r i t e sa c o n r p o s i t i oonn
t h a t t o p i c a n d s u b r n i r si r .
Thcn, tlre r''lclrer corrects arrd returns thosc conrpositions
rvith sorne pcnn r a r k i n qos r i t o l n n t e n t Ist.h a sb e e na r g u e da l o r r gt i n r ea g o
t h a tt h e t e a c h e rssh o u l d
n o t , s e r e d | 9 1 1i n c o r r e c t i . g .S e e i n ga c o n r p o s i t i o*n, i t h
a b u n c ho f r e d p e n m a r k i n g si s d i s c o u r a g i n b
g c, c a u s teh e s t u d c n t s c eo n r y
t h e n u m b c r6 f s p 1 o p15r . , ^ . ,
nrade.It nral:csthenrenrbarrassed.
It alsomakesthe studentsfeel their sclf_esteenr
slapped' Mcanrvhile,they arso do not get a crear
understandingabout their
nristakcs.
97
T h e t e r c h c ra l s o g c t s a p r o b l c n r H
. e o r s h e c r n n o t e x p l a i nn r o r e l i r l l y ,
clearly and supportivelylrou, i1 s6111pssition
can be improved *,ith this rvav.
Bcsides,
he or shehasto sperrd
a lot of tinregoingthroLrgh
thosecontpositions
by
c i r c l i r r ge r r o r s ,r v i t h a p e n . c l r a r v i n g
a r r o w s ,a n d g i v i n g c o t n n t c n t so, r s i n t p l y
r n a r k i n gt h r o i r g ha n d r e r v r i t i n gs o r n cp a r t so f t h c c o r n p o s i t i o nTs h. e t e a c h e ar l s o
f ' c c l sl h a ts o r r c c t i n g
c o r x p o s i t i oun' i t ht h i s r v a vi s a b o r i n gs , o r k ,c s p c c i a l l yr v h e n
h c o r s h eh a sa b i g r v r i t i n gc l a s s .
wo.ki'g *'ith audiotapedl'ccdbackas a tccdbrck in rvritirg providcsan
intclcstina
g c t i v i t 5 ' a nidt i s a l s oa g o o dw a v t o h e l ps t u d e n tbs c c o n r eg o o dr v r i t e r s .
ln addition,ir hassorrreadvantages.
First,it createsa naturalsettingand a positive
clinratedue the lact that thc irrteractionbctrveenteacherand studentshappcns.
Thc cornrnerrts
givenon the tapeare nroredctailedand containmore information,
so it reallyhclpsthe studcntsto haveclcar understanding
abouttheir mistakesand
then they can correctthenr.It alsogivesan opportunityto practicelistening.
To find out wherher the audiotapedfeedback is eflective enough to
inrprovestudcnts'grarnmatical
perfonnanceand idea in writing, the writer usesa
qualitativeaction researchthat consistsof cyclesconsistingof planning,acting,
obscrving,rct.lectirrg,
and sug-tcsting
for the ncxt planning,etc. The datathat the
t.'ritcr got includcsthe first draii of fir'e conrpositions
of each studcnt,the finar
d r a l l a s t l r e r c v i s c dd r a { j o l - f i v e c o r l p o s i t i o n so f e a c h s t u d e n ta n d a l s o
the
intcrvierv.
T h c r c s u l to f d a r aa n a l l ' s i sf i, n d i n g sa n d i n r c r p r c r a t i o fn t h e f i n d i n g s
s h o \ ' ,t' hs a tt h cs t u d c n t s ' p r o g r iensgsr a r n r n a t i cpac lr f b r n r a nacnedi c l e aism p r o v e .
a good grarlmar, arrda
They can *,rite a dcscriptiorlvith a good organization,
right arrd a detailcd description.Besides,thcy knoiv horv to corrcct their
grarrnraticalnristakes
thcv havegot bcttcrunderstanding.
because
"Thc nran*'lro cannotnrakca nristake.cannotrnakcanything"(Samckto.
1994).therclbre,this techniqucalsohas drarvbacks.
Frorl the intervierv,tltercarc
to use both rvrittencon.tntents
srrggestions
and audiotapedones in ordcr to nrake
things clearcrand tnore casy to undcrstarrd.
especiallyfor a studentrvho has a
p r o b l c r ni n l ri s / h e rl i s t e n i n g .
it
Sugl:::itions
A t t l r : c n d o f t h i s s t u d \ , .t h c r i ' r i t c rr v o u l d l i k e g i v e s o n r cs u g g e s t i o r . r s .
H o p ef u1 1 1t,,,, j s u g g e s t i o nus' i l l b c u s e f u lt o t c a c h e r se,s p c c i a l l ryv r i t i n gt e a c h c r s .
Thev areas f-lllo*,s:
l.
T c a c h . r n r a y g i v e al1 opporlunity to the studcntsto corlect their
compc,.ritions
by themselves.
Givingthe studcnts
a chanceto correctthcir
errors.it rvill developtheir sell'-critical
attitude,so they becorrenrore
respon-.ible
rviththeirownerrors.
2.
Teaclr,rsupportsthe tapefor the studentsthat do not have it. Thercfore,the
studerris
can listento the tcacher'serror correctionsand corrmentsand then
he/shccarr correctthetrr.
3.
I n g i r i l g c o r n t n e n t sb.o t h t h c t c a c h c ra n d p c c r sI l l u s tp a ) /l t t e n t i o nt o t h e
c | r V l r r , r r n t c- nst e l c c ta q t r i c tp l a c cr n c la l s ot l r c 1h, a V ct o u s c c l c a rv o i c c s_
s p e a l : l c a ra n da l o u dr v i t h o urt u m b l i n g .
r00
4'
l l e f o r ct l r cp r o c e sosr - r e c o r d i npgr .c p a rac l rt h ep r ep a r a t i o*n, h e t h c r
trrcrc
l p r o l r i r . ro r n o t i r r o r t rre t . r t r k c t r r cs t r r d c r lct sa . a c c c p
thc tclchcr
licba,:J:clcurlr,.
).
I n L r s i n gt l r i s t c c h n i q u ct.h c t c a c h c rr t r u s tc o n s i d c rt h e
s t u d e n t ' lsi s t c n i n g
a b i l i t r ' .l t i s b c t t e rt o g i v c b o t hr r , r i t t e cno n r n t c n tasn d
a u d i o t l p e do n c sf b r
a
s t u d e r i\t\ , h oh a sa $ , e a kl i s t c r r i r ragb i l i t ) , a sa s r a r t .
6.
'feaclrcr
should encouragethc studentsto ask hinr/her r v h e n
thev have
p r o b l c r x si n i n t e r p r e t i n a
g n d u n d e r s t a n d i nhgi s / h e re r r o r corrections
and
colrrlrlcnts.
7.
Bothtcachcrandthc students
shourdnrakea goodcommunication
betrvecn
thenri. orderto havebetterurrderstanding.
rvroreovcr,
thereis also no
r l i s i n i e r p r e t iinngg i v i n gc o r r e c t i o a
nn
s ccl o r t r r l c n r s .
\;.,r\AN
LlDivcr s.'r.; \arr,
St
l\Aln
ri \t,,,,a
yA
:r,aodala
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Rcl'erenccs
c r0 0 0 ) . I l r r o r sa n d c o r r e c t i v cF e c c l b a c r :
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Upclaiccll-heorv and ClassrooruI)racrice.Iittgli.sltTcaclting FORb,\.t,
i 8 (l ). 2 i). Avai IabIc at: ]]1lLllqf c,lfiuScs.
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Bosr'ood,l-inr, & Robcrt Il. Drvyer.(winter 199516).
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Feedback:
AudiotapedRcsporrses
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ci P. Mccrcgor. (r9g2). 7-artcrting
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Procc.ss
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cclce-Murcia,N4arianne
& l-ouisMclntosh(Eds.).( | 975). TeaclringEttgli.shrt.su
Sccottdor ForeigttLortgrtrtgc.
Nerv York: r .N
crvbLrrr,/l-larpc
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L a n g r r a gCel u s s r o o r tl lrt.t g l i . s l t ' [ ' t , r t c l t t n g l ' o r t r t n , ) 7 1 - 1 1 . 2 - 5 . 1 6 .
Dixon. DLrncan.(.luly 1986).Tcaclrineconrposirionto Large Classcs.Engli.rit
I t t t t l t i n gl ; t , t ' t t t n) J, / - l t . 2 - 5 ; l t , .
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Dickson,KenncthJ. (August200l). Frcc*,riting,
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slj.orq/Tcchniques/Dicksorr_
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Wargetz& Kathlecn Werner.
(1989). ltlodelsfor Clear II/riting. r,\ervJersey:prentice
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L-rutgttyge
I'carning, T-aacrting
ctrrtrIriringtrtrrEtrucrrti.n; on TE,\oL 'r97J.
-'
\ \ / a s ' i r r q t oD
n . C . : ' f e a c h c rEsn g l i s ht o S p e a k e r s
o f O t h e rL . , - ' g ; . ; ; .
I d , r c ' l L r l i a r(.1 9 8 9 ) . , r i r . r cl ,.tsu t t t(r, . . t ' t c c r r r , .
S i n g a p o r eL:, o n g n r l cr nr o u p .
E f lis , IL o d . (1 9 8 8 ). C ' l o .r.r.ro o n, ge<
t
.ontlLrutgtrctgaD cycl opruutt;
tl .';lttrly 6[
t,l tt.t.s r.o ttti trl a ra (:ti o tr ttttrl l ttttftttttt: ,,rr1,,i .ri ti ,,,r.
C rcat Il ri tai rr: I ) r c n t i c c
Italt.
Felclnran,AIlan & Brenda_capobiarrco.(2000).
Action Resectr.crt
itt science
Educatiott. ERIC/REC Oigest
entC
Ct.uringnou'J."'fo.
.IEO+6:l++1.
Scierrce Mathernatics & Errviionmental
Education Columbus OFI.
A v a i l a b l ea t
.
Fox, I{aymond,& IreneA. Gutheil.(2000).process
Recording:
A Meansfor
C o n c e p t u a l i z ianrgr dEvaluatingPractice.Journal
of Teiching i,,- Sl"rit
Illork, 20 0/2).
Gurrer,,P. (1970). T-cachirtg
Engli.tho.srt Sccorrcl
Lortguage.London: l_ongntan
Croup.
C n i n . T h o r r r a s( . 1 u 11. ,9,9l ) . C l i v i r r S
g l r r t l c n trhs c \ \ / r i t c l d c a :A \ \ / n 1 , p r o v i c j c
16
lrccrlblckon \\rritins. 1..trgli.rI t .l't,
trc Iti t t,qF o r t r n t , 2 9 ( - i 1 , 2 - 5 .
I I a r r p - L ;o n s , L i z & B e n l r e a s r c l ,(.r 9 s 9 ) .
. ! r r r r i lI I l r i t i t t g .; 4 C c t t r r . yittc II/r itt
ett
putjro.tc.Carlbriclqc:
ottrl
/br^;icadantic
1,t.,,[..t.tir
ttrLrl
.
CONCLUSIONAND SUGGESTIONS
CHAPTERV
CONCLUSIONAND SUGGESSTIONS
T h i s c h a p t ecr o n s i s tos f t * , o p a r t sl.' h e f i r s t i s t h ec o n c l u s i o on f t h e t h e s i s
a n J t l r es c c o r : ri sl t h c r v r i t c r ' ss L r g s e s t i ornhsa tn r l ' b e u s c f u l t oE , n g l i sthc a c l r c r s ,
c s ; ' e i,l l l 5 r rr . l i n ut c l r c h c r : .
5.1
C o ni l u . s i o n
No i',rc lcarns *'ithout nrrkine crrors u'd so do ranguageJearners.
As
t r t l i k i i l gc r r o r si s p a r to f l c a r r r i n gc.r r o rc o r r c c t i o ri n
r t h c c l a s s r o o rirs u n a v o i d a b l e .
Therefore,sludentsneedan assistancein corrcctingtheir orvn
errors,that is, a
teacher.
It is clearthat the teachercorrectsstudents'errorsso that
studentsdo not
make errors rgain. However,this is wrong as giving a correct
nroderdoes nor
guarantcetlirt tlre studentswill not nrakcerrorsagain.
on the contrary,when the
tcachercorrcclsthoseerrors,sonreprobrer'sarise.For exampre,
a rvritingteacher
g i v e s a t o p i i l l a c h s t u d e n rt v r i t e sa c o n r p o s i t i oonn
t h a t t o p i c a n d s u b r n i r si r .
Thcn, tlre r''lclrer corrects arrd returns thosc conrpositions
rvith sorne pcnn r a r k i n qos r i t o l n n t e n t Ist.h a sb e e na r g u e da l o r r gt i n r ea g o
t h a tt h e t e a c h e rssh o u l d
n o t , s e r e d | 9 1 1i n c o r r e c t i . g .S e e i n ga c o n r p o s i t i o*n, i t h
a b u n c ho f r e d p e n m a r k i n g si s d i s c o u r a g i n b
g c, c a u s teh e s t u d c n t s c eo n r y
t h e n u m b c r6 f s p 1 o p15r . , ^ . ,
nrade.It nral:csthenrenrbarrassed.
It alsomakesthe studentsfeel their sclf_esteenr
slapped' Mcanrvhile,they arso do not get a crear
understandingabout their
nristakcs.
97
T h e t e r c h c ra l s o g c t s a p r o b l c n r H
. e o r s h e c r n n o t e x p l a i nn r o r e l i r l l y ,
clearly and supportivelylrou, i1 s6111pssition
can be improved *,ith this rvav.
Bcsides,
he or shehasto sperrd
a lot of tinregoingthroLrgh
thosecontpositions
by
c i r c l i r r ge r r o r s ,r v i t h a p e n . c l r a r v i n g
a r r o w s ,a n d g i v i n g c o t n n t c n t so, r s i n t p l y
r n a r k i n gt h r o i r g ha n d r e r v r i t i n gs o r n cp a r t so f t h c c o r n p o s i t i o nTs h. e t e a c h e ar l s o
f ' c c l sl h a ts o r r c c t i n g
c o r x p o s i t i oun' i t ht h i s r v a vi s a b o r i n gs , o r k ,c s p c c i a l l yr v h e n
h c o r s h eh a sa b i g r v r i t i n gc l a s s .
wo.ki'g *'ith audiotapedl'ccdbackas a tccdbrck in rvritirg providcsan
intclcstina
g c t i v i t 5 ' a nidt i s a l s oa g o o dw a v t o h e l ps t u d e n tbs c c o n r eg o o dr v r i t e r s .
ln addition,ir hassorrreadvantages.
First,it createsa naturalsettingand a positive
clinratedue the lact that thc irrteractionbctrveenteacherand studentshappcns.
Thc cornrnerrts
givenon the tapeare nroredctailedand containmore information,
so it reallyhclpsthe studcntsto haveclcar understanding
abouttheir mistakesand
then they can correctthenr.It alsogivesan opportunityto practicelistening.
To find out wherher the audiotapedfeedback is eflective enough to
inrprovestudcnts'grarnmatical
perfonnanceand idea in writing, the writer usesa
qualitativeaction researchthat consistsof cyclesconsistingof planning,acting,
obscrving,rct.lectirrg,
and sug-tcsting
for the ncxt planning,etc. The datathat the
t.'ritcr got includcsthe first draii of fir'e conrpositions
of each studcnt,the finar
d r a l l a s t l r e r c v i s c dd r a { j o l - f i v e c o r l p o s i t i o n so f e a c h s t u d e n ta n d a l s o
the
intcrvierv.
T h c r c s u l to f d a r aa n a l l ' s i sf i, n d i n g sa n d i n r c r p r c r a t i o fn t h e f i n d i n g s
s h o \ ' ,t' hs a tt h cs t u d c n t s ' p r o g r iensgsr a r n r n a t i cpac lr f b r n r a nacnedi c l e aism p r o v e .
a good grarlmar, arrda
They can *,rite a dcscriptiorlvith a good organization,
right arrd a detailcd description.Besides,thcy knoiv horv to corrcct their
grarrnraticalnristakes
thcv havegot bcttcrunderstanding.
because
"Thc nran*'lro cannotnrakca nristake.cannotrnakcanything"(Samckto.
1994).therclbre,this techniqucalsohas drarvbacks.
Frorl the intervierv,tltercarc
to use both rvrittencon.tntents
srrggestions
and audiotapedones in ordcr to nrake
things clearcrand tnore casy to undcrstarrd.
especiallyfor a studentrvho has a
p r o b l c r ni n l ri s / h e rl i s t e n i n g .
it
Sugl:::itions
A t t l r : c n d o f t h i s s t u d \ , .t h c r i ' r i t c rr v o u l d l i k e g i v e s o n r cs u g g e s t i o r . r s .
H o p ef u1 1 1t,,,, j s u g g e s t i o nus' i l l b c u s e f u lt o t c a c h e r se,s p c c i a l l ryv r i t i n gt e a c h c r s .
Thev areas f-lllo*,s:
l.
T c a c h . r n r a y g i v e al1 opporlunity to the studcntsto corlect their
compc,.ritions
by themselves.
Givingthe studcnts
a chanceto correctthcir
errors.it rvill developtheir sell'-critical
attitude,so they becorrenrore
respon-.ible
rviththeirownerrors.
2.
Teaclr,rsupportsthe tapefor the studentsthat do not have it. Thercfore,the
studerris
can listento the tcacher'serror correctionsand corrmentsand then
he/shccarr correctthetrr.
3.
I n g i r i l g c o r n t n e n t sb.o t h t h c t c a c h c ra n d p c c r sI l l u s tp a ) /l t t e n t i o nt o t h e
c | r V l r r , r r n t c- nst e l c c ta q t r i c tp l a c cr n c la l s ot l r c 1h, a V ct o u s c c l c a rv o i c c s_
s p e a l : l c a ra n da l o u dr v i t h o urt u m b l i n g .
r00
4'
l l e f o r ct l r cp r o c e sosr - r e c o r d i npgr .c p a rac l rt h ep r ep a r a t i o*n, h e t h c r
trrcrc
l p r o l r i r . ro r n o t i r r o r t rre t . r t r k c t r r cs t r r d c r lct sa . a c c c p
thc tclchcr
licba,:J:clcurlr,.
).
I n L r s i n gt l r i s t c c h n i q u ct.h c t c a c h c rr t r u s tc o n s i d c rt h e
s t u d e n t ' lsi s t c n i n g
a b i l i t r ' .l t i s b c t t e rt o g i v c b o t hr r , r i t t e cno n r n t c n tasn d
a u d i o t l p e do n c sf b r
a
s t u d e r i\t\ , h oh a sa $ , e a kl i s t c r r i r ragb i l i t ) , a sa s r a r t .
6.
'feaclrcr
should encouragethc studentsto ask hinr/her r v h e n
thev have
p r o b l c r x si n i n t e r p r e t i n a
g n d u n d e r s t a n d i nhgi s / h e re r r o r corrections
and
colrrlrlcnts.
7.
Bothtcachcrandthc students
shourdnrakea goodcommunication
betrvecn
thenri. orderto havebetterurrderstanding.
rvroreovcr,
thereis also no
r l i s i n i e r p r e t iinngg i v i n gc o r r e c t i o a
nn
s ccl o r t r r l c n r s .
\;.,r\AN
LlDivcr s.'r.; \arr,
St
l\Aln
ri \t,,,,a
yA
:r,aodala
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