T1 112009075 Full text
TEACHERS’ BELIEFS TOWARD POSITIVE ORAL
FEEDBACK
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Mikha Bimantara Warsito
112009075
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
i
TEACHERS’ BELIEFS TOWARD POSITIVE ORAL
FEEDBACK
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Mikha Bimantara Warsito
112009075
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
ii
iii
COPYRIGHT STATEMENT
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made in the text.
Copyright@ 2013. Mikha Bimantara Warsito and Anita Kurniawati, M. Hum
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners of the English
Department, Faculty of Language and Literature, SatyaWacana Christian
University, Salatiga.
Mikha Bimantara Warsito:
iv
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Name
: Mikha Bimantara Warsito
Student ID Number
: 112009075
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: English Department
Faculty
: Language and Literature
Kind of Work
: Undergraduate Thesis
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TEACHERS’ BELIEFS TOWARD POSITIVE ORAL FEEDBACK
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Made in
: Salatiga
Date
: _________ , 2013
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Thesis Examiner
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Anita Kurniawati, M. Hum
v
TABLE OF CONTENT
CONTENT
PAGE
APPROVAL
iii
COPYRIGHT STATEMENT
iv
PUBLICATION AGREEMENT DECLARATION
v
TABLE OF CONTENT
vi
ABSTRACT
1
INTRODUCTION
1
LITERATURE REVIEW
3
Beliefs
3
The Role of Feedback
4
Positive Feedback
4
Oral Feedback and Positive Oral Feedback
5
Teacher Actions
6
THE STUDY
7
Context of the Study
7
Participants
8
Instrument of Data Collection
8
Procedure of Data Collection
9
Data Analysis
10
DISCCUSSION
10
Positive Oral Feedback Can Reinforce Students’
Motivation in Learning Process
10
The Teachers Frequently Give Positive Oral Feedback to Students
14
Positive Oral Feedback Can Influence Students’ Performance
15
The Culture Did Not Impact the Teachers’ Beliefs
17
CONCLUSION AND PEDAGOGICAL IMPLICATION
19
ACKNOWLEDGEMENT
21
REFERENCES
22
APANDIX
26
vi
Teacher’s Beliefs toward Positive Oral Feedback
Mikha Bimantara Warsito
ABSTRACT
This study explores ten teachers in English Language Teaching
Department of Faculty of Language and Literature in Satya Wacana Christian
University about their beliefs toward positive oral feedback. This study is needed
because there are only few teachers aware about the advantages of positive oral
feedback. The data were collected from interviews which was semi structured.
The finding illustrated the participants’ beliefs toward positive oral feedback, such
as what is the participants’ understanding about positive oral feedback, when they
use it also about the relationship between the culture and their beliefs. All the
participants appeared to give positive oral feedback to the students in every
meeting, because they have learn English also learn the culture (Brook, 1964), and
the native cultures of English is giving positive oral feedback to students
(Stromquist, 2007). Implication for participants’ beliefs toward positive oral
feedback is made in the end of the paper.
Key word: English language, Feedback, Positive oral feedback, Beliefs, Teacher
Beliefs.
INTRODUCTION
Feedback is an important component in the teaching and learning
process. Staffordshire (2010) defines feedback as any dialogue [written or oral]
between the student and the teacher or the student and a peer. It provides
information which will scaffold students’ learning and help them to close the gap
between their current level and their targeted level of achievement. However,
there are still many teachers who may not understand the role of feedback for
students who are in the period of learning. Teachers rarely provide feedback to the
students because of the existing Asia culture which highly influenced Indonesia
(Zainab, 2012). The Asian culture is about the custom not to make mistakes. That
custom looks very good; however, it has a negative side (Supraner, 2010). For
1
example: when students make mistakes and people who notice his / her mistakes,
then students will feel very embarrassed and. It become even worse when students
get negative feedback from their teacher and friends. Zainab (2012) also stated
that the average of Indonesia teachers provides additional tasks to work in the
classroom, rather than giving oral feedback to students. She also found that it was
done by the teachers just to spend time learning.
Utama (2010) suggested to
the teachers through an article he wrote, to give [oral] feedbacks to the students
rather than just to give students the results in the form of numbers or letters
without any feedbacks to the students. Oral feedback can be more meaningful for
the self-development of the students. Students' self-development is needed
because it has an important role of positive oral feedback that are given by
teachers. Besides that, it should take consistency on giving positive oral feedback
in order to maximize students’ self-development (DeNisi & Kluger, 2000).
Moreover, this paper will explore and discuss about what feedback
is, more specifically, the positive oral feedback and the beliefs of English
Language Teaching Department of Faculty of Language and Literature in Satya
Wacana Christian University teachers toward positive oral feedback using the
question: what are 10 English Language Teaching Department teachers’ beliefs
toward positive oral feedback? There are still teachers who rarely provide positive
oral feedbacks on the learning process. It is also considered that positive oral
feedback is not important to be given to students (Yulianto, 2012; Aliyyu, 2012).
So, this paper will discuss about the teacher’s beliefs toward positive oral
feedback. Therefore, this paper will be useful for teachers, because teachers can
2
view the findings contained in this study and could reflect it for themselves then
hopefully they could use positive oral feedback in teaching and learning activities
in the classroom. It has been shown that positive oral feedback can influence
motivation, satisfaction and performance (DeNisi & Kluger, 2000; Gregory, Levy
& Jeffers, 2008). So, students can be motivated to keep on learning and correct
the previous mistakes they’ve made.
The main purpose of this study is to identify the teachers’ belief
about the positive oral feedback given to students. It seeks to gain understanding
of teachers’ perceptions about oral feedback especially positive oral feedback. It
also discovers the teachers’ beliefs towards positive oral feedback in their
teaching process. By knowing that, we can figure out the challenge have regarding
their belief about the use of positive oral feedback.
LITERATURE REVIEW
Beliefs
Belief is a feeling that something is true, even though belief is
irrational and unproven. Belief is also someone’s reflections of their life
experiences. Belief includes value and attitude. Value is more about idea of
activities that you want to do. Then, you decide which idea you want to do, which
one is worthy or important to do. Attitude is how someone expresses someone
elses’ beliefs that should be applied in a particular field (Anderson & De Silva,
2009; Julian, 2011; Raths, 2001).
3
The Role of Feedback
In education, feedback is one aspect that is quite important to increase
the students (DeNisi & Kluger, 2000). Therefore, feedback is very important.
Schank and Cleary (2009) said about the role of Feedback:
“Students need to get feedback as they
work. What specific feedback they need depends,
of course, on exactly what they are doing and how
they are doing it… Schools tend to not be very
good at giving students the feedback they need.
Sometimes, the only feedback a student gets is a
grade. When students do get feedback that has
some content to it, it's typically because they get it
during class discussion when all the students are
getting the same feedback at the same time.”
Schank and Cleary stated really clear that we should know that
students need to get feedback from their teachers. However, teachers do not
provide guidance such as feedback because they do not know about the role of
feedback. Then, the school as the place to learn and teach about the importance of
understanding the role of feedback does not know how to give feedback.
Therefore, the school cannot provide feedback on the students when the students
need it. Even though, sometimes students have received feedback, the only form
of feedback is grades of what they have done without knowing their mistakes or
without getting complement from the teacher or school. On the other hand,
students get the same feedback in one class at the same time that make students
feel confused about what to do.
Positive Feedback
Positive feedback is a feedback given by teachers to students in order
to provide reinforcement in terms of learning. For example, when students do
4
respond, the teacher gives positive oral feedback to students as "good job, needs
to be improved in these parts" or "excellent", "good", etc (Ellis, 2009). She also
stated that a good reinforcement for students is positive feedback, because then
students can be motivated to learn more (DeNisi & Kluger, 2000).
Oral Feedback and Positive Oral Feedback
Traditionally, [oral] feedback has been understood as “any numerous
procedures that are used to tell a learner if an instructional response is right or
wrong” (Kulhavy, 1977, p.211). However, the teachers also rarely give appraisal
when students do the right thing. They only give the results or simply notify the
students' work as correct or incorrect (Aliyyu, 2012). Aliyyu also found that
average teachers in Indonesia assume that when students do the right thing, it is
compulsory that they should do right things. Whereas, if the teachers give positive
oral feedback to their students, it will be a reinforcement for the students to
maintain good behavior. If it has been successfully done, it will even motivate
students to try to increase their performance in class. What often happens is the
teachers think that it is compulsory that students should do right things without
realizing it. It is caused by culture of Asia in Indonesian. Jenkins (2006) found
that “We have a tendency in Asian cultures not to praise people, thinking it will
lead to complacency or big-headedness. Often, the assumption is like someone
tells us that we’re doing something wrong, it must be OK”. Because of the culture,
the Indonesia teachers rarely praise to the students who does the right job.
Sometimes, it is as a result that make students become lazy in doing the job they
were asked by the teachers.
5
Some studies believe that when teachers give positive oral feedback to
students, it may impact both on the learning process and final result of the
students. However, when teachers do not give positive feedback orally and only
give negative feedback to their students or even not giving any feedback at all, it
will cause the students lost their motivation and become lazy to study whether
it's at school or at home (Steels, 2000; Reigle, 2008; OECD, 2011; Seiwert, 2011).
Sadler (1989) has observed that when the source of achievement information is
external to the learner, it is associated with feedback. However, when the student
generates the relevant information, the process is part of self-monitoring. The
teacher, through the feedback process, plays an important role in facilitating “the
transition from feedback to self- monitoring” (Sadler, 1989, p. 122). Therefore,
teachers need to understand the use of positive oral feedback appropriately. When
positive oral feedback is given in the right manner, students can develop their
skills. Later on, when the students are used to get a positive oral feedback from
teachers, they can learn by themselves and are not dependent on the teachers’
explanation. They know what is right and wrong and can develop their own
knowledge.
Teacher Actions
There are three kinds of actions for teachers to respond the students’
mistakes orally by giving: (1) positive feedback (2) no feedback (3) negative
feedback (Wysocki & Kepner, 2002). Three actions stated above are the actions
that are often performed by teachers when they teach in the classroom related to
the provision of positive oral feedback. From the three actions, we can analyze
6
whether teachers often give positive oral feedback, negative feedback, or even not
providing any feedbacks at all.
According to what was written by Utama (2010), there are three
aspects that teachers need to know while giving positive oral feedbacks that can
be better to develop. The aspects are to (1) focus on learning goals (2) give oral
feedback as often as possible, and (3) provide in depth explanation. The three
aspects of the teachers could use positive oral feedback more sufficiently.
THE STUDY
Context of the Study
The setting of the study is an English Language Teaching Department
(ELTD) of Faculty of Language and Literature at Satya Wacana Christian
University. It is located in the small town of Salatiga, Central Java, Indonesia.
ELTD is not only providing an integrated English course, but also provides
courses for every skill, such as Grammar, Speaking, Writing, Reading and
Listening. I choose speaking course because in speaking course teachers hbe big
opportunities to give positive oral feedback. Activities and projects in this course
are designed to pay attention the use of language process in daily communication.
A further reason for selecting this speaking course is because teachers have big
opportunities to give oral feedback in speaking class.
Participants
These English Language Teaching Department have 3 kind of
speaking classes - Interpersonal Speaking class, Transactional Speaking and
Public Speaking Class. The participants for this study are 10 teachers of the
7
English Language Teaching Department who teach speaking class [Interpersonal
Speaking, Transactional Speaking and Public Speaking]. For whole semester, the
teachers have big opportunities to give oral feedback to the students because they
teach speaking skills for their students and the tendency to give oral feedback is
also big.
Instrument of Data Collection
The interview is used to address the teachers’ beliefs toward oral
positive feedback. Interview was chosen to get more depth data from the
participants about the topic. The interview questions included the definition of
oral positive feedback, advantages and disadvantages of oral positive feedback;
teacher’s preferences concerning oral positive feedback and their previous
experience in giving oral positive feedback.
A Semi-structured interview was adopted for the study. The
interviews took about 15-20 minutes on average subsequently recorded then
transcribed. Semi-structured interview was chosen to get more data from the
participants and to make the participants willing to talk and share their opinion
about the topic.
The interview schedule consisted of two parts. The first line of
questioning involved general questions to gain participants background
knowledge and to set the scene. The questions are focused on the meaning of
positive oral feedback and the purpose of the positive oral feedback for the
participants based on their teaching experiences. The second set of questions
8
concentrated on how they see the effect of oral positive feedback in their teaching,
whether they see it as beneficial or not.
Procedure of Data Collection
To conduct the research, I had to do some steps as following:
1. I gathered information of language and identity by reading books which
available in the library also by retrieving data from the internet.
2. I arranged appointment with the participants. It was used to piloting and
determines whether the questions that I have prepared can be used and the data
that I will get is reliable enough.
3. I arranged appointment with the participants. It was used to find the subject or
participant for collecting the data related to language and identity. Interview is
as data gathering instrument used to collect data that permits a level of indepth information gathering, free response, and flexibility that cannot be
obtained by other procedures (Seliger & Shohamy, 1989, pp.166-168). I let
the participants choose the time when the interview will be held.
4. I recorded the interviews. The interview took 10 minutes on average and were
recorded and transcribed. I prepared a list of questions in English.
I analyzed the data. After conducting the interview, I transcribed the
recorded interviews to make it easier for analyzing the data.
Data Analysis
As I state before, this study aims to identify the teachers’ beliefs about the
positive oral feedback. It seeks to gain understanding of teachers’ perceptions
about oral feedback especially positive oral feedback. It also discovers the beliefs
9
of teachers towards positive oral feedback in each of their teaching time.
Therefore, I classify the discussion into four themes that can be discussed in this
study: (1) teachers' understanding towards positive oral feedback, (2) the
frequency teachers give positive oral feedback, (3) the advantages and
disadvantages of positive oral feedback, and (4) relationship with the culture of
teacher beliefs.
DISCCUSION
Positive Oral Feedback Can Reinforce Students’ motivation in Learning
Process
Positive feedback is a feedback given by teachers to students in order to
provide reinforcement in terms of learning. A good reinforcement for students is
positive feedback, because then students can be motivated to learn more (DeNisi
& Kluger, 2000). All of participants had similar understanding toward positive
oral feedback. This understanding is best represented by teacher 1:
Teacher 1
“It is kind of positive feedback given by the teacher in the class
room especially at the time of speaking class by talking to the
students orally; I mean giving feedback to improve students’
ability in speaking skill by talk to or giving feedback to the
students orally. Here I'd like to emphasize the teacher don't need
to emphasize the mistake made by the students instead give the
positive feedback to improve their speaking. I mean to "forget"
students’ mistake” (Teacher 1, interview, December 12th 2012)
Teacher 1 explained that positive oral feedback is feedback from the
teachers to the students so that students improved their speaking ability. All of
participants had the same opinion with what has been written by DeNisi & Kluger
(2000). Then, they also explained that as teachers, we should not emphasize at the
10
mistakes made by students but we had to support to be able to "forget" his
mistakes in order to correct mistakes he had done. The term “forget” said by
teacher 1 is a term used to explain that the mistakes made by students can be
eliminated or “forgotten” by providing a positive oral feedback to students. So,
students can replace the previous knowledge with the correct one and then
"forget" previous mistakes. It is because the students need positive oral feedback.
It is also described by Schank and Cleary (2009) that students are in the need to
feedback to find out what the student should do to correct their mistakes. All of
participants also use a few of words to motivate students to improve their ability.
When students make a mistake, they always use the words: excellent, good, very
interesting, etc to appreciate students’ works. Then, they also provided
constructive feedback to the students in order to justify this mistake; this
understanding is best represented by teacher 2:
Teacher 2
“In my opinion positive oral feedback is a form of giving
appraisal or comments or critics to the students given in the
situation of teaching and learning in the classroom. In my
personal point of view critics doesn't necessarily mean it is
negative things, because critics can also be in the form of
positive like what we called like constructive feedback, so it
does not necessarily pointing the negative points of the students
but it also give what are thinks that can be improved from the
students.” (Teacher 2, interview, December 12th 2012)
Teacher 2 had similar thoughts to what was said by Blanco (2008) which
states that feedback is non-judgmental and feedback is the positive feedback and
constructive feedback. From this, we know that when giving positive oral
feedback, teacher 2 did like what was said by Blanco (2008):”Feedback should be
11
non-judgmental, based on observed and specific behaviors, include positive and
constructive feedback, and promote self-assessment.”
Blanco (2008) added that “constructive feedback helps identify solutions
for areas of weakness by looking at “what can be improved” rather than focusing
on “what is wrong.” From what has been added by Blanco, teacher 2 had the same
understanding where constructive feedback was not focusing on the mistake, but
rather focus on what can be improved from the students. It is because constructive
feedback is to provide solutions that can improve the student's ability.
Schank and Cleary (2009) said that “Students need to get feedback as they
work.” It indicates that the students actually need positive feedback [oral] to
enable them to correct their mistakes. All participants stated that for them, giving
positive verbal feedback is very important. Teachers 6 have an idea that can be
representative of all of the answers from all the participants.
Teacher 6
“this is very important I say that because Like in class a we need
to build good communication with our students and if a we are
not like a talking at all I mean just silent in we just give
instruction and instruction but we don’t give like feedback and
complement like that than a the atmosphere will not good I mean
as the teacher the teaching learning process in the class well be
not as good as if the teacher give comment or a positive oral
feedback. In the building the class atmosphere and environment I
thing is very important to give oral positive feedback.” (Teacher
6, Interview, December 12th 2012)
Referring to the answer of teacher 6, there are similarities in what Utama
(2010) state for the teacher as suggestions in order to make teachers know about
the significant of positive oral feedback:
“Positive oral feedback can be more meaningful for the selfdevelopment of the students. Self-development of the students is
needed because it has an important role of positive oral feedback
12
that given by teachers, not only that, it should take consistency in
giving positive oral feedback to students in order to maximize
students’ self-development.”
From what had been revealed by Utama (2010) and all the participants,
positive oral feedback factually is very important to give, because students can
develop themselves from the positive oral feedback that is given by the teacher. In
addition, positive verbal feedback can also make students and teachers
comfortable due to good interaction between teachers and students. It is because if
the teacher gives positive verbal feedback to students, they can monitor
themselves also can discuss with friends or teacher to be able to correct mistakes.
The Teachers Frequently Give Positive Oral Feedback to Students
From research conducted by Yulianto (2012), there are many Indonesia
teachers who do not understand the advantages of positive feedback, so they
rarely give positive oral feedback on their students. Aliyyu (2012) stated that the
actual oral positive feedback is needed by the students. However, as found by
Yulianto (2012), there are many teachers who regard oral positive feedback is not
important, because they probably do not know the benefits of positive oral
feedback. Therefore, the answers from all participants were interesting to discuss.
Where some of the teachers gave varied answers, 9 of 10 teachers have similar
idea, and we can see the explanations that best presented by teacher 2 and teacher
10:
Teacher 2
“I think, I don’t really count how often I tried to give it as often as
I can, because for example I if in one meeting in a hundred
minutes, if I'll give 2 kinds of different activities then in each
activities I will try to give as many as positive oral feedback.”
(Teacher 2, interview, December 12th 2012)
13
Teacher 10
“Of course every assignment, and every activities in the class”
(Teacher 10, interview, February 15th 2013)
From the answer given by teacher 2 and 10, we can see that the statement
of Aliyyu (2012) and Yulianto (2012) did not happen in English Language
Teaching Department of Faculty of Language and Literature in Satya Wacana
Christian University. It is because 9 of 10 teachers explained that they always give
positive feedback as many as possible to students in the classroom. It may be
because they have to learn English, which is not only learned the language, but
also to learn about the English culture (Brook, 1964). Teachers in Indonesia rarely
give positive oral feedback to students (Zainab, 2012; Aliyyu, 2012). Zainab
(2012) added that it is one of Indonesia's cultures that rarely give positive oral
feedback, where the focus is more on the mistake. It was revealed by teacher 6,
who said:
Teacher 6
“Well may be like some of my teacher in senior high school, may be
they also do that to students” (Teacher 6, Interview, December 12th
2012)
So, according to the teachers 6, the statement of Zainab (2012) and Aliyyu
(2012) may happen in high school or junior high school, where teachers may not
be aware of the importance of positive oral feedback.
Positive Oral Feedback Can Influence Students’ Performance
It has been shown that positive oral feedback can influence motivation,
satisfaction and performance (DeNisi & Kluger, 2000; Gregory, Levy & Jeffers,
2008). As a result students can be motivated to keep on learning and can correct
14
the previously mistakes they made. All the participants said that the advantages of
positive oral feedback can affect motivation and performance of students in the
learning process. This idea is best represented by teacher 5:
Teacher 5
“It could increase students’ motivation in learning or help them in
learning in speaking one day. So they know what they do or should
not do or say, especially are about to keep their motivation higher
or to motivate them. That’s I think about the advantages about
positive oral feedback.” (Teacher 5, interview, March 23rd 2012)
As said by the teacher 5, that the benefits of positive oral feedback is to
motivate students to be able to do something better in the future, one of which is
the end result of learning, the final value. It can have an impact both on the
learning process and final result of the students (Steels, 2000; Reigle, 2008;
OECD, 2011; Seiwert, 2011).
Positive oral feedback also provides good impact for students in terms of
improving students' ability to especially the speaking skills. The teacher gave
compliment to the students because they are doing something, even if it is wrong.
Through it, teachers could boost students' spirit to keep trying. Teacher 7
expressed the same idea:
Teacher 7
“In speaking classes, the meaning of oral positive feedback in my
opinion is giving complement or something positive or nice about
the students’ speaking either finding one thing that they have done
well, even not everything done well. And even if they did hardly
anything well, still I think oral positive feedback can be given to
boost their spirit to make them more convenient and positive
about their speaking.” (Teacher 7, interview, February 12th 2013)
What has been said by the teacher 7 have similarity with what was said by
DeNisi & Kluger (2000) when giving compliments, students may have the
passion to learn more, then providing complement that can keep the students’
15
spirit to be able to fix their mistakes, for a good reinforcement. In addition,
students will feel comfortable in the class because every job the students did will
get an appreciation of teachers such as complement. Reinforcement such as
complement is an event that changes behavior. In the classroom, reinforcement
occurs as teachers manage the environmental events that follow students' desired
ways of behaving so to increase the strength and future likelihood of that behavior
(Reeve, 2009). So, students will feel that their efforts in doing something can
produce something right, even not all of them right, then, the students will feel
more eager to do other activities with more seriously.
On the other hand, there are also disadvantages. In this case all the
participants gave varied answers, where there are some of the same answers.
However, there are also a few different answers. One of the answers is about the
disadvantages on using positive oral feedback that was said by the teacher 10:
Teacher 10
“Sometime students become big headed because of too many
positive oral feedbacks given to them.” (Teacher 10, interview,
February 15th 2013)
The answer explains that if the positive feedback is too much in use, some
students will probably be a big head and will cause students underestimate the
lessons because they felt that they could do it, although, what they was doing
maybe wrong.
The other answers are quite different is that it says, by teachers 9:
Teacher 9
“Positive oral feedback is easy to forget, but whenever I finish
with this class, next week I will repeat all my comment.” (Teacher
9, Interview, March 23rd 2013)
16
What the teacher 9 is very reasonable. Since positive oral feedback
provided by the teacher can only be heard, it causes a positive oral feedback is
easy to forget. However, the teacher 9 provides a solution. He reminded students
about feedback she had given at the previous meeting so students can remember
the positive oral feedback.
The Culture Did Not Impact the Teachers’ Beliefs
Jenkins (2006) found the Asian culture that “We have a tendency in Asian
cultures not to praise people, thinking it will lead to complacency or bigheadedness. Often, the assumption is unless someone tells us we’re doing
something right, it must be OK”. As has been said by Jenkins (2006), we can
know that the tendency in Asia culture is not praising someone when doing
something right. Traditionally, the EFL teaching in most Asian countries is
dominated by a ‘teacher-centered method’ also teacher-centered is more focus on
lecturing or delivering the material without giving any feedback (Liu &
Littlewood, 1997).Teacher-centered is more focus on lecturing or deliver the
material without giving any feedback. That culture looks very good; however, that
culture it also has a negative side The culture does look good because teachers can
lead their students to learn from what teachers know. On the other hand, that
would lead to a one-way process of teaching and be difficult to develop students'
skills maximally. Teachers 8 had thought similar to what were said Jenkins and
Liu & Littlewood, it is also her experience:
Teacher 8
“I think teacher everywhere in Indonesia still feel that they are
the god of the classroom, so whatever what they say, the students
should accepts that.” (Teacher 8, interview, February 25th 2013)
17
We can see from what the teacher 8 said about the teacher in Indonesia
that less thinking about the needs of students on the positive oral feedback.
However, it happens because the existing culture like Liu & Littlewood (1997)
stated that in Asia is still dominated by teacher-centered method. it is different
with teachers in English Language Teaching Department of Faculty of Language
and Literature in Satya Wacana Christian University who has studied and taught
in English, because when they learn English, they also gain knowledge of the
culture of the English (Brooks, 1964).
However, there are still many teachers who may not understand the role of
positive oral feedback for students who are in period of learning. Teachers rarely
provide positive feedback to the students because the existing Asian culture and
that is also impacting Indonesia (Zainab, 2012). One of the participants had a
pretty interesting answer for discussion about Zainab (2012) statement. The idea
originated from the 10 teachers who said:
Teacher 10
“I can understand why teacher given only the negative feedback.
Because they want to underline the mistake and some people only
see the mistake. In a way is good, so the students know right away,
but, of course it depends on the frequency if you say all the time it
becomes bullying. But teacher who never give feedback I don’t
understand. Because I think at least you have to give compliment.”
(Teacher 10, interview, February 15th 2013)
As expressed by teachers 10, we can see that there are teachers who
understand the feelings of a teacher who does not give positive oral feedback
because of several reasons. Like teacher 10 said that it maybe because the teacher
want their student know their mistakes directly, but sometimes teachers do not
realize that their feedback is too much and make their student discourage to study
18
more. It is because the teacher’ misunderstanding about the usefulness of positive
oral feedback since the culture is not accustomed give positive feedback to others.
CONCLUSION AND PEDAGOGICAL IMPLICATION
The purpose of this study is to identify the teachers’ belief about the
positive oral feedback given to students. It seeks to gain understanding of
teachers’ perceptions about oral feedback especially positive oral feedback which
is rarely used. It also discovers the belief of teachers towards positive oral
feedback in each of their teaching time. By knowing that, we can figure out the
challenge they have regarding their belief about the use of positive oral feedback.
Similar idea to Schank and Cleary (2009), “Students need to get feedback
as they work”. The statement is contradictory with what was said by Zainab
(2012), teachers are very rarely given positive oral feedback on the students.
According to Zainab (2012), this is what happened in Indonesia, because the
Indonesian culture is still difficult to provide feedback, especially positive oral
feedback for students. It happens because in Asia [especially in Indonesia] it is
still dominated by the one-way method that only teacher-centered (Liu &
Littlewood, 1997). However, all of the participants involved in this study had a
different view to what is said by Zainab (2012). All participants have the view
that they believe in providing what is needed by the students. They continue to
strive to provide a positive oral feedback to students because they believe that
when students received positive oral feedback, students will be able to improve
19
their skills. Sometimes, some participants found that there are some students who
bigheaded and easily forgotten when received positive oral feedback.
The second major finding is the participants believe that providing positive
oral feedback on student can improve students' learning abilities. Similar to the
DeNisi & Kluger (2000) and Sadler (1989) positive oral feedback is one of way in
which teachers can appreciate the work that has been done by the students.
Positive oral feedback is also one good way to keep the spirit of learning and
motivate students to be able to continue to work harder to improve their ability
with conduct self-monitoring. All participants confirmed that through positive oral
feedback that provided by the teacher can make students improve their skills.
Students can improve their skills because students feel that what they do has
meaning, then, they get the motivation and passion to continue to fix their
mistakes.
However, this study still has limitations. The first limitation is the context
used in this study only in the context of the faculty of language and literature at
the Satya Wacana Christian University. Broader context will make the research
better. The second limitation is the background of the participants, who are mostly
English teacher. Therefore, having participants who have different backgrounds in
this study would be more valuable.
Finally, this research reveals about the beliefs of participants who are
English teachers about the positive feedback oral expressed in various ways but
have quite the same outline. This study focus to teachers’ responds so can make
the teachers are more aware about the importance of providing positive oral
20
feedback to students, because of positive oral feedback is needed by students
(Sadler, 1989; Utama, 2010). It can help teachers, not only English teachers but
also teachers of other subjects, to be able to provide positive oral feedback to
students so that students can be motivated to develop their skills and to fix their
mistakes in the lesson.
ACKNOWLEDGEMENT
First of all, I would like to thank to Jesus Christ for all His blessing, joy
and strength in my lifetime. Also, I would like to express my deepest gratitude to
my thesis supervisor, Anita Kurniawati, M. Hum who was abundantly giving
me valuable time, assistance, and guidance. My gratitude is also due to my
examiner, Christian Rudianto, M. Appling for his willingness to read and
examine my thesis. I also thank to all my participants in Faculty of Language and
Literature at Satya Wacana Christian University; for their precious contributions.
The loveliest thanks also go to my beloved family for the endless love and prayers
throughout my study. For Mrs. Irene Talakua, thank you for the support. Also
to all ED Lectures, NINERS’ family and my beloved best friends: Anita, Diane,
Raras, Krisma, Riris, Dewanti, Bintang, Ricky, Yayas, and all my friends who
supported in this Study, I would never forget every precious moment we have
shared together. I also would like to Naomi for all the support that make me
always did this Study. God always be with you.
Mikha Bimantara Warsito
21
REFERENCES
Anderson, M., De Silva, S., & Dixon, H. (Series Eds.) (2009). Beliefs, Values and
Attitudes. Cumbria: Me-and-Us.
Aliyyu A. (2012). Hati-hati memberikan “umpan balik” pada anak [Providing
“feedback” on Children Carefully]. Art Helping. Retrieved October 21st,
2012
http://annuraliyyu.wordpress.com/2012/01/11/hati-hati-memberikan-umpanbalik-pada-anak/
Blanco M. (2008). Effective and Constructive Feedback. Tufts University
Brooks. G.L. (1964). Varieties of English. London: Macmillan: 45
DeNisi, A.S. & Kluger, A.N. (2000). Feedback effectiveness: Can 360-degree
appraisals be improved? Academy of Management Executive, 14(1), 129–
139.
Ellis, R. (2009). Corrective feedback and Teacher Development. L2 Journal, UC
Consortium for Language Learning & Teaching, UC Davis, 1(1), 3-18
Gregory, B.J., Levy, P.E. & Jeffers, M. (2008). Development of a model of the
feedback process within executive coaching. Consulting Psychology
Journal: Practice and Research, 60(1), 42–56.
Jarzebowski, A. M., Palermo J. & Berg R. V. D. (2012). When Feedback is not
enough: The Impact of Regulatory Fit on Motivation After Positive
Feedback. International Coaching Psychology Review, 7(1).
Jenkins, J. (2006). Feedback and coaching n Asia: How it is receives? Does it
work? Center for creative leadership. Retrieved October 9th, 2012
www.ccl.org/leadership/pdf/capabilities/360Asia.pdf
Julian, R. (2011). The Nature of Belief System. Charles Sturt University & New
South Wales Government Education and Community: NSW HSC Online
Project.
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Kerr, M.M. & Nelson, C.M. (2006). Strategies for addressing behavior problems
in the classroom, 5th Edition. Columbus, Ohio: Charles E Merril
Publishing Company.
Kulhavy, R. (1977). Feedback in written instruction. Review of Educational
Research, 47, 211–232.
Liu, N. F. and Littlewood, W. 1997. Why do many students appear reluctant to
participate in classroom learning discourse? System, 25/3, 371-384.
Organization of Economic Co-operative and Development. (2011). Creating
Effective Teaching and Learning Environments: First Results from TALIS.
OECD Library.
Raths, J. (2001). Teachers’ Beliefs and Teaching Beliefs. Early Childhood
Research and Practice, 3(1).
Reigel, D. (2007). Positive Feedback in Pair work and Its Association with ESL
Course Level Promotion. TESOL Quarterly, 42(1).
Reeve. J. (2009). Reinforcement. The Gale Group, Inc. Retrieved April 15th, 2013
http://www.education.com/reference/article/reinforcement/
Sadler, D. R. (1989) Formative assessment and the design of instructional systems,
Instructional Science, 18, 119_144.
Seliger, H. W., & Shohamy, R. (1989). Second language research methods. Oxford
University Press.
Seror, J. (2009). Institutional Force and L2 Writing Feedback in Higher Education.
The Canadian Modern Language Review, 66, 2 (December).
Schank, R. & Cleary, C. (2009). The Role of Feedback. Engine of Education.
Retrieved October 29th, 2012
http://www.engines4ed.org/hyperbook/nodes/NODE-80-pg.html
Seiwert, L. (2011). The effect of Written Teacher Feedback on the Academic
Achievement
of
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with
Learning
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Preventing School Failure, 55(1).
Staffordshire. (2010). Written and Oral Feedback. Wolgarston High SchoolTechnology Colleges.
23
Steels, L. (2000). Language as a complex adaptive system. In M. Schoenauer, K.
Deb, G. Rudolph, X. Yao, E. Lutton, J. J. Merelo, & H.-P. Schwefel (Eds.),
Parallel problem solving from nature—PPSN-VI (Lecture Notes in
Computer Science No. 1917; pp. 17–28). Berlin: Springer-Verlag.
Stromquist N. P. (2007). The Gender Socialization Process in Schools: A CrossNational Comparison. Paper commissioned for the EFA Global
Monitoring Report 2008, Education for All by 2015: will we make it,
UNESCO
Suprener, L. (2010, March 1). Giving Feedback Across Cultures. CAL Learning.
Retrieved September 3, 2012,
www.callearning.com/blog/2010/03/performance-feedback-acrosscultures/
Utama, S. L. (2010). Prinsip Partisipasi Aktif Siswa, Prinsip Umpan Balik Dan
Prinsip
Perulangan
Desain
Pesan Pembelajaran
[Students’
Active
Participation Principle, Feedback Principle, and Design Learning
Messages Principle]. Retrieved October 13th, 2012
http://kukuhsilautama.wordpress.com/2010/07/06/prinsip-partisipasi-aktifsiswa-prinsip-umpan-balik-dan-prinsip-perulangan-desain-pesanpembelajaran/
Woolfolk, A. E. (1990). Educational psychology (4th Ed.). Englewood Cliffs, NJ:
Prentice Hall.
Wysocki, A. & Kepner, K. (2002). Managerial Feedback, Associate Performance,
and Eleven Positive Feedback Rules. University of Florida IFAS Extension
Yulianto, F. (2012). Pelaksanaan Standar Proses Pembelajaran Pada Kompetensi
Keahlian Gambar Bangunan Di SMK Negeri 6 Malang [Implementation
of the Standards of Learning Process Skills Competency Architecture at
SMK Negeri 6 Malang]. Malang: Universitas Negeri Malang
Zainab. (2012). Meningkatankan Profesionalisme Kepala Sekolah Tk Dalam
Supervisi Akademik Melalui Pendekatan Workshop Terfokus Di Wilayah
24
Kepengawasan 2 Kecamatan Palu Timur Semester I Tahun 2011/2012
[Improving Professionalism in the Tk Principal Academic Supervision
Workshop Focused Approach In Region 2 District supervisory East Palu
semester of 2011/2012]. Palu: Dinas Pendidikan.
25
APPANDIX
List of Interview Questions
1. What is the meaning of oral positive feedback according to you?
2. What is your opinion toward oral positive feedback?
3. How often do you give oral positive feedback to your students?
4. Can you explain the advantages of positive oral feedback?
5.
Can you explain disadvantages of positive oral feedback?
6. Do you think Positive oral feedback is important? If so explain why?
7. “Teachers are rarely given positive oral feedback to their students” what is
your opinion about this statement?
26
FEEDBACK
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Mikha Bimantara Warsito
112009075
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
i
TEACHERS’ BELIEFS TOWARD POSITIVE ORAL
FEEDBACK
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Mikha Bimantara Warsito
112009075
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
ii
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2013. Mikha Bimantara Warsito and Anita Kurniawati, M. Hum
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners of the English
Department, Faculty of Language and Literature, SatyaWacana Christian
University, Salatiga.
Mikha Bimantara Warsito:
iv
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
: Mikha Bimantara Warsito
Student ID Number
: 112009075
Study Program
: English Department
Faculty
: Language and Literature
Kind of Work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
TEACHERS’ BELIEFS TOWARD POSITIVE ORAL FEEDBACK
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a
retrieval system or database, transmit, broadcast, barter or sell my intellectual
property, in whole or in part without my express written permission, as long as my
name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in
: Salatiga
Date
: _________ , 2013
Verified by signee,
__________________
Approved by
Thesis Supervisor
Thesis Examiner
Christian Rudianto, M. Appling
Anita Kurniawati, M. Hum
v
TABLE OF CONTENT
CONTENT
PAGE
APPROVAL
iii
COPYRIGHT STATEMENT
iv
PUBLICATION AGREEMENT DECLARATION
v
TABLE OF CONTENT
vi
ABSTRACT
1
INTRODUCTION
1
LITERATURE REVIEW
3
Beliefs
3
The Role of Feedback
4
Positive Feedback
4
Oral Feedback and Positive Oral Feedback
5
Teacher Actions
6
THE STUDY
7
Context of the Study
7
Participants
8
Instrument of Data Collection
8
Procedure of Data Collection
9
Data Analysis
10
DISCCUSSION
10
Positive Oral Feedback Can Reinforce Students’
Motivation in Learning Process
10
The Teachers Frequently Give Positive Oral Feedback to Students
14
Positive Oral Feedback Can Influence Students’ Performance
15
The Culture Did Not Impact the Teachers’ Beliefs
17
CONCLUSION AND PEDAGOGICAL IMPLICATION
19
ACKNOWLEDGEMENT
21
REFERENCES
22
APANDIX
26
vi
Teacher’s Beliefs toward Positive Oral Feedback
Mikha Bimantara Warsito
ABSTRACT
This study explores ten teachers in English Language Teaching
Department of Faculty of Language and Literature in Satya Wacana Christian
University about their beliefs toward positive oral feedback. This study is needed
because there are only few teachers aware about the advantages of positive oral
feedback. The data were collected from interviews which was semi structured.
The finding illustrated the participants’ beliefs toward positive oral feedback, such
as what is the participants’ understanding about positive oral feedback, when they
use it also about the relationship between the culture and their beliefs. All the
participants appeared to give positive oral feedback to the students in every
meeting, because they have learn English also learn the culture (Brook, 1964), and
the native cultures of English is giving positive oral feedback to students
(Stromquist, 2007). Implication for participants’ beliefs toward positive oral
feedback is made in the end of the paper.
Key word: English language, Feedback, Positive oral feedback, Beliefs, Teacher
Beliefs.
INTRODUCTION
Feedback is an important component in the teaching and learning
process. Staffordshire (2010) defines feedback as any dialogue [written or oral]
between the student and the teacher or the student and a peer. It provides
information which will scaffold students’ learning and help them to close the gap
between their current level and their targeted level of achievement. However,
there are still many teachers who may not understand the role of feedback for
students who are in the period of learning. Teachers rarely provide feedback to the
students because of the existing Asia culture which highly influenced Indonesia
(Zainab, 2012). The Asian culture is about the custom not to make mistakes. That
custom looks very good; however, it has a negative side (Supraner, 2010). For
1
example: when students make mistakes and people who notice his / her mistakes,
then students will feel very embarrassed and. It become even worse when students
get negative feedback from their teacher and friends. Zainab (2012) also stated
that the average of Indonesia teachers provides additional tasks to work in the
classroom, rather than giving oral feedback to students. She also found that it was
done by the teachers just to spend time learning.
Utama (2010) suggested to
the teachers through an article he wrote, to give [oral] feedbacks to the students
rather than just to give students the results in the form of numbers or letters
without any feedbacks to the students. Oral feedback can be more meaningful for
the self-development of the students. Students' self-development is needed
because it has an important role of positive oral feedback that are given by
teachers. Besides that, it should take consistency on giving positive oral feedback
in order to maximize students’ self-development (DeNisi & Kluger, 2000).
Moreover, this paper will explore and discuss about what feedback
is, more specifically, the positive oral feedback and the beliefs of English
Language Teaching Department of Faculty of Language and Literature in Satya
Wacana Christian University teachers toward positive oral feedback using the
question: what are 10 English Language Teaching Department teachers’ beliefs
toward positive oral feedback? There are still teachers who rarely provide positive
oral feedbacks on the learning process. It is also considered that positive oral
feedback is not important to be given to students (Yulianto, 2012; Aliyyu, 2012).
So, this paper will discuss about the teacher’s beliefs toward positive oral
feedback. Therefore, this paper will be useful for teachers, because teachers can
2
view the findings contained in this study and could reflect it for themselves then
hopefully they could use positive oral feedback in teaching and learning activities
in the classroom. It has been shown that positive oral feedback can influence
motivation, satisfaction and performance (DeNisi & Kluger, 2000; Gregory, Levy
& Jeffers, 2008). So, students can be motivated to keep on learning and correct
the previous mistakes they’ve made.
The main purpose of this study is to identify the teachers’ belief
about the positive oral feedback given to students. It seeks to gain understanding
of teachers’ perceptions about oral feedback especially positive oral feedback. It
also discovers the teachers’ beliefs towards positive oral feedback in their
teaching process. By knowing that, we can figure out the challenge have regarding
their belief about the use of positive oral feedback.
LITERATURE REVIEW
Beliefs
Belief is a feeling that something is true, even though belief is
irrational and unproven. Belief is also someone’s reflections of their life
experiences. Belief includes value and attitude. Value is more about idea of
activities that you want to do. Then, you decide which idea you want to do, which
one is worthy or important to do. Attitude is how someone expresses someone
elses’ beliefs that should be applied in a particular field (Anderson & De Silva,
2009; Julian, 2011; Raths, 2001).
3
The Role of Feedback
In education, feedback is one aspect that is quite important to increase
the students (DeNisi & Kluger, 2000). Therefore, feedback is very important.
Schank and Cleary (2009) said about the role of Feedback:
“Students need to get feedback as they
work. What specific feedback they need depends,
of course, on exactly what they are doing and how
they are doing it… Schools tend to not be very
good at giving students the feedback they need.
Sometimes, the only feedback a student gets is a
grade. When students do get feedback that has
some content to it, it's typically because they get it
during class discussion when all the students are
getting the same feedback at the same time.”
Schank and Cleary stated really clear that we should know that
students need to get feedback from their teachers. However, teachers do not
provide guidance such as feedback because they do not know about the role of
feedback. Then, the school as the place to learn and teach about the importance of
understanding the role of feedback does not know how to give feedback.
Therefore, the school cannot provide feedback on the students when the students
need it. Even though, sometimes students have received feedback, the only form
of feedback is grades of what they have done without knowing their mistakes or
without getting complement from the teacher or school. On the other hand,
students get the same feedback in one class at the same time that make students
feel confused about what to do.
Positive Feedback
Positive feedback is a feedback given by teachers to students in order
to provide reinforcement in terms of learning. For example, when students do
4
respond, the teacher gives positive oral feedback to students as "good job, needs
to be improved in these parts" or "excellent", "good", etc (Ellis, 2009). She also
stated that a good reinforcement for students is positive feedback, because then
students can be motivated to learn more (DeNisi & Kluger, 2000).
Oral Feedback and Positive Oral Feedback
Traditionally, [oral] feedback has been understood as “any numerous
procedures that are used to tell a learner if an instructional response is right or
wrong” (Kulhavy, 1977, p.211). However, the teachers also rarely give appraisal
when students do the right thing. They only give the results or simply notify the
students' work as correct or incorrect (Aliyyu, 2012). Aliyyu also found that
average teachers in Indonesia assume that when students do the right thing, it is
compulsory that they should do right things. Whereas, if the teachers give positive
oral feedback to their students, it will be a reinforcement for the students to
maintain good behavior. If it has been successfully done, it will even motivate
students to try to increase their performance in class. What often happens is the
teachers think that it is compulsory that students should do right things without
realizing it. It is caused by culture of Asia in Indonesian. Jenkins (2006) found
that “We have a tendency in Asian cultures not to praise people, thinking it will
lead to complacency or big-headedness. Often, the assumption is like someone
tells us that we’re doing something wrong, it must be OK”. Because of the culture,
the Indonesia teachers rarely praise to the students who does the right job.
Sometimes, it is as a result that make students become lazy in doing the job they
were asked by the teachers.
5
Some studies believe that when teachers give positive oral feedback to
students, it may impact both on the learning process and final result of the
students. However, when teachers do not give positive feedback orally and only
give negative feedback to their students or even not giving any feedback at all, it
will cause the students lost their motivation and become lazy to study whether
it's at school or at home (Steels, 2000; Reigle, 2008; OECD, 2011; Seiwert, 2011).
Sadler (1989) has observed that when the source of achievement information is
external to the learner, it is associated with feedback. However, when the student
generates the relevant information, the process is part of self-monitoring. The
teacher, through the feedback process, plays an important role in facilitating “the
transition from feedback to self- monitoring” (Sadler, 1989, p. 122). Therefore,
teachers need to understand the use of positive oral feedback appropriately. When
positive oral feedback is given in the right manner, students can develop their
skills. Later on, when the students are used to get a positive oral feedback from
teachers, they can learn by themselves and are not dependent on the teachers’
explanation. They know what is right and wrong and can develop their own
knowledge.
Teacher Actions
There are three kinds of actions for teachers to respond the students’
mistakes orally by giving: (1) positive feedback (2) no feedback (3) negative
feedback (Wysocki & Kepner, 2002). Three actions stated above are the actions
that are often performed by teachers when they teach in the classroom related to
the provision of positive oral feedback. From the three actions, we can analyze
6
whether teachers often give positive oral feedback, negative feedback, or even not
providing any feedbacks at all.
According to what was written by Utama (2010), there are three
aspects that teachers need to know while giving positive oral feedbacks that can
be better to develop. The aspects are to (1) focus on learning goals (2) give oral
feedback as often as possible, and (3) provide in depth explanation. The three
aspects of the teachers could use positive oral feedback more sufficiently.
THE STUDY
Context of the Study
The setting of the study is an English Language Teaching Department
(ELTD) of Faculty of Language and Literature at Satya Wacana Christian
University. It is located in the small town of Salatiga, Central Java, Indonesia.
ELTD is not only providing an integrated English course, but also provides
courses for every skill, such as Grammar, Speaking, Writing, Reading and
Listening. I choose speaking course because in speaking course teachers hbe big
opportunities to give positive oral feedback. Activities and projects in this course
are designed to pay attention the use of language process in daily communication.
A further reason for selecting this speaking course is because teachers have big
opportunities to give oral feedback in speaking class.
Participants
These English Language Teaching Department have 3 kind of
speaking classes - Interpersonal Speaking class, Transactional Speaking and
Public Speaking Class. The participants for this study are 10 teachers of the
7
English Language Teaching Department who teach speaking class [Interpersonal
Speaking, Transactional Speaking and Public Speaking]. For whole semester, the
teachers have big opportunities to give oral feedback to the students because they
teach speaking skills for their students and the tendency to give oral feedback is
also big.
Instrument of Data Collection
The interview is used to address the teachers’ beliefs toward oral
positive feedback. Interview was chosen to get more depth data from the
participants about the topic. The interview questions included the definition of
oral positive feedback, advantages and disadvantages of oral positive feedback;
teacher’s preferences concerning oral positive feedback and their previous
experience in giving oral positive feedback.
A Semi-structured interview was adopted for the study. The
interviews took about 15-20 minutes on average subsequently recorded then
transcribed. Semi-structured interview was chosen to get more data from the
participants and to make the participants willing to talk and share their opinion
about the topic.
The interview schedule consisted of two parts. The first line of
questioning involved general questions to gain participants background
knowledge and to set the scene. The questions are focused on the meaning of
positive oral feedback and the purpose of the positive oral feedback for the
participants based on their teaching experiences. The second set of questions
8
concentrated on how they see the effect of oral positive feedback in their teaching,
whether they see it as beneficial or not.
Procedure of Data Collection
To conduct the research, I had to do some steps as following:
1. I gathered information of language and identity by reading books which
available in the library also by retrieving data from the internet.
2. I arranged appointment with the participants. It was used to piloting and
determines whether the questions that I have prepared can be used and the data
that I will get is reliable enough.
3. I arranged appointment with the participants. It was used to find the subject or
participant for collecting the data related to language and identity. Interview is
as data gathering instrument used to collect data that permits a level of indepth information gathering, free response, and flexibility that cannot be
obtained by other procedures (Seliger & Shohamy, 1989, pp.166-168). I let
the participants choose the time when the interview will be held.
4. I recorded the interviews. The interview took 10 minutes on average and were
recorded and transcribed. I prepared a list of questions in English.
I analyzed the data. After conducting the interview, I transcribed the
recorded interviews to make it easier for analyzing the data.
Data Analysis
As I state before, this study aims to identify the teachers’ beliefs about the
positive oral feedback. It seeks to gain understanding of teachers’ perceptions
about oral feedback especially positive oral feedback. It also discovers the beliefs
9
of teachers towards positive oral feedback in each of their teaching time.
Therefore, I classify the discussion into four themes that can be discussed in this
study: (1) teachers' understanding towards positive oral feedback, (2) the
frequency teachers give positive oral feedback, (3) the advantages and
disadvantages of positive oral feedback, and (4) relationship with the culture of
teacher beliefs.
DISCCUSION
Positive Oral Feedback Can Reinforce Students’ motivation in Learning
Process
Positive feedback is a feedback given by teachers to students in order to
provide reinforcement in terms of learning. A good reinforcement for students is
positive feedback, because then students can be motivated to learn more (DeNisi
& Kluger, 2000). All of participants had similar understanding toward positive
oral feedback. This understanding is best represented by teacher 1:
Teacher 1
“It is kind of positive feedback given by the teacher in the class
room especially at the time of speaking class by talking to the
students orally; I mean giving feedback to improve students’
ability in speaking skill by talk to or giving feedback to the
students orally. Here I'd like to emphasize the teacher don't need
to emphasize the mistake made by the students instead give the
positive feedback to improve their speaking. I mean to "forget"
students’ mistake” (Teacher 1, interview, December 12th 2012)
Teacher 1 explained that positive oral feedback is feedback from the
teachers to the students so that students improved their speaking ability. All of
participants had the same opinion with what has been written by DeNisi & Kluger
(2000). Then, they also explained that as teachers, we should not emphasize at the
10
mistakes made by students but we had to support to be able to "forget" his
mistakes in order to correct mistakes he had done. The term “forget” said by
teacher 1 is a term used to explain that the mistakes made by students can be
eliminated or “forgotten” by providing a positive oral feedback to students. So,
students can replace the previous knowledge with the correct one and then
"forget" previous mistakes. It is because the students need positive oral feedback.
It is also described by Schank and Cleary (2009) that students are in the need to
feedback to find out what the student should do to correct their mistakes. All of
participants also use a few of words to motivate students to improve their ability.
When students make a mistake, they always use the words: excellent, good, very
interesting, etc to appreciate students’ works. Then, they also provided
constructive feedback to the students in order to justify this mistake; this
understanding is best represented by teacher 2:
Teacher 2
“In my opinion positive oral feedback is a form of giving
appraisal or comments or critics to the students given in the
situation of teaching and learning in the classroom. In my
personal point of view critics doesn't necessarily mean it is
negative things, because critics can also be in the form of
positive like what we called like constructive feedback, so it
does not necessarily pointing the negative points of the students
but it also give what are thinks that can be improved from the
students.” (Teacher 2, interview, December 12th 2012)
Teacher 2 had similar thoughts to what was said by Blanco (2008) which
states that feedback is non-judgmental and feedback is the positive feedback and
constructive feedback. From this, we know that when giving positive oral
feedback, teacher 2 did like what was said by Blanco (2008):”Feedback should be
11
non-judgmental, based on observed and specific behaviors, include positive and
constructive feedback, and promote self-assessment.”
Blanco (2008) added that “constructive feedback helps identify solutions
for areas of weakness by looking at “what can be improved” rather than focusing
on “what is wrong.” From what has been added by Blanco, teacher 2 had the same
understanding where constructive feedback was not focusing on the mistake, but
rather focus on what can be improved from the students. It is because constructive
feedback is to provide solutions that can improve the student's ability.
Schank and Cleary (2009) said that “Students need to get feedback as they
work.” It indicates that the students actually need positive feedback [oral] to
enable them to correct their mistakes. All participants stated that for them, giving
positive verbal feedback is very important. Teachers 6 have an idea that can be
representative of all of the answers from all the participants.
Teacher 6
“this is very important I say that because Like in class a we need
to build good communication with our students and if a we are
not like a talking at all I mean just silent in we just give
instruction and instruction but we don’t give like feedback and
complement like that than a the atmosphere will not good I mean
as the teacher the teaching learning process in the class well be
not as good as if the teacher give comment or a positive oral
feedback. In the building the class atmosphere and environment I
thing is very important to give oral positive feedback.” (Teacher
6, Interview, December 12th 2012)
Referring to the answer of teacher 6, there are similarities in what Utama
(2010) state for the teacher as suggestions in order to make teachers know about
the significant of positive oral feedback:
“Positive oral feedback can be more meaningful for the selfdevelopment of the students. Self-development of the students is
needed because it has an important role of positive oral feedback
12
that given by teachers, not only that, it should take consistency in
giving positive oral feedback to students in order to maximize
students’ self-development.”
From what had been revealed by Utama (2010) and all the participants,
positive oral feedback factually is very important to give, because students can
develop themselves from the positive oral feedback that is given by the teacher. In
addition, positive verbal feedback can also make students and teachers
comfortable due to good interaction between teachers and students. It is because if
the teacher gives positive verbal feedback to students, they can monitor
themselves also can discuss with friends or teacher to be able to correct mistakes.
The Teachers Frequently Give Positive Oral Feedback to Students
From research conducted by Yulianto (2012), there are many Indonesia
teachers who do not understand the advantages of positive feedback, so they
rarely give positive oral feedback on their students. Aliyyu (2012) stated that the
actual oral positive feedback is needed by the students. However, as found by
Yulianto (2012), there are many teachers who regard oral positive feedback is not
important, because they probably do not know the benefits of positive oral
feedback. Therefore, the answers from all participants were interesting to discuss.
Where some of the teachers gave varied answers, 9 of 10 teachers have similar
idea, and we can see the explanations that best presented by teacher 2 and teacher
10:
Teacher 2
“I think, I don’t really count how often I tried to give it as often as
I can, because for example I if in one meeting in a hundred
minutes, if I'll give 2 kinds of different activities then in each
activities I will try to give as many as positive oral feedback.”
(Teacher 2, interview, December 12th 2012)
13
Teacher 10
“Of course every assignment, and every activities in the class”
(Teacher 10, interview, February 15th 2013)
From the answer given by teacher 2 and 10, we can see that the statement
of Aliyyu (2012) and Yulianto (2012) did not happen in English Language
Teaching Department of Faculty of Language and Literature in Satya Wacana
Christian University. It is because 9 of 10 teachers explained that they always give
positive feedback as many as possible to students in the classroom. It may be
because they have to learn English, which is not only learned the language, but
also to learn about the English culture (Brook, 1964). Teachers in Indonesia rarely
give positive oral feedback to students (Zainab, 2012; Aliyyu, 2012). Zainab
(2012) added that it is one of Indonesia's cultures that rarely give positive oral
feedback, where the focus is more on the mistake. It was revealed by teacher 6,
who said:
Teacher 6
“Well may be like some of my teacher in senior high school, may be
they also do that to students” (Teacher 6, Interview, December 12th
2012)
So, according to the teachers 6, the statement of Zainab (2012) and Aliyyu
(2012) may happen in high school or junior high school, where teachers may not
be aware of the importance of positive oral feedback.
Positive Oral Feedback Can Influence Students’ Performance
It has been shown that positive oral feedback can influence motivation,
satisfaction and performance (DeNisi & Kluger, 2000; Gregory, Levy & Jeffers,
2008). As a result students can be motivated to keep on learning and can correct
14
the previously mistakes they made. All the participants said that the advantages of
positive oral feedback can affect motivation and performance of students in the
learning process. This idea is best represented by teacher 5:
Teacher 5
“It could increase students’ motivation in learning or help them in
learning in speaking one day. So they know what they do or should
not do or say, especially are about to keep their motivation higher
or to motivate them. That’s I think about the advantages about
positive oral feedback.” (Teacher 5, interview, March 23rd 2012)
As said by the teacher 5, that the benefits of positive oral feedback is to
motivate students to be able to do something better in the future, one of which is
the end result of learning, the final value. It can have an impact both on the
learning process and final result of the students (Steels, 2000; Reigle, 2008;
OECD, 2011; Seiwert, 2011).
Positive oral feedback also provides good impact for students in terms of
improving students' ability to especially the speaking skills. The teacher gave
compliment to the students because they are doing something, even if it is wrong.
Through it, teachers could boost students' spirit to keep trying. Teacher 7
expressed the same idea:
Teacher 7
“In speaking classes, the meaning of oral positive feedback in my
opinion is giving complement or something positive or nice about
the students’ speaking either finding one thing that they have done
well, even not everything done well. And even if they did hardly
anything well, still I think oral positive feedback can be given to
boost their spirit to make them more convenient and positive
about their speaking.” (Teacher 7, interview, February 12th 2013)
What has been said by the teacher 7 have similarity with what was said by
DeNisi & Kluger (2000) when giving compliments, students may have the
passion to learn more, then providing complement that can keep the students’
15
spirit to be able to fix their mistakes, for a good reinforcement. In addition,
students will feel comfortable in the class because every job the students did will
get an appreciation of teachers such as complement. Reinforcement such as
complement is an event that changes behavior. In the classroom, reinforcement
occurs as teachers manage the environmental events that follow students' desired
ways of behaving so to increase the strength and future likelihood of that behavior
(Reeve, 2009). So, students will feel that their efforts in doing something can
produce something right, even not all of them right, then, the students will feel
more eager to do other activities with more seriously.
On the other hand, there are also disadvantages. In this case all the
participants gave varied answers, where there are some of the same answers.
However, there are also a few different answers. One of the answers is about the
disadvantages on using positive oral feedback that was said by the teacher 10:
Teacher 10
“Sometime students become big headed because of too many
positive oral feedbacks given to them.” (Teacher 10, interview,
February 15th 2013)
The answer explains that if the positive feedback is too much in use, some
students will probably be a big head and will cause students underestimate the
lessons because they felt that they could do it, although, what they was doing
maybe wrong.
The other answers are quite different is that it says, by teachers 9:
Teacher 9
“Positive oral feedback is easy to forget, but whenever I finish
with this class, next week I will repeat all my comment.” (Teacher
9, Interview, March 23rd 2013)
16
What the teacher 9 is very reasonable. Since positive oral feedback
provided by the teacher can only be heard, it causes a positive oral feedback is
easy to forget. However, the teacher 9 provides a solution. He reminded students
about feedback she had given at the previous meeting so students can remember
the positive oral feedback.
The Culture Did Not Impact the Teachers’ Beliefs
Jenkins (2006) found the Asian culture that “We have a tendency in Asian
cultures not to praise people, thinking it will lead to complacency or bigheadedness. Often, the assumption is unless someone tells us we’re doing
something right, it must be OK”. As has been said by Jenkins (2006), we can
know that the tendency in Asia culture is not praising someone when doing
something right. Traditionally, the EFL teaching in most Asian countries is
dominated by a ‘teacher-centered method’ also teacher-centered is more focus on
lecturing or delivering the material without giving any feedback (Liu &
Littlewood, 1997).Teacher-centered is more focus on lecturing or deliver the
material without giving any feedback. That culture looks very good; however, that
culture it also has a negative side The culture does look good because teachers can
lead their students to learn from what teachers know. On the other hand, that
would lead to a one-way process of teaching and be difficult to develop students'
skills maximally. Teachers 8 had thought similar to what were said Jenkins and
Liu & Littlewood, it is also her experience:
Teacher 8
“I think teacher everywhere in Indonesia still feel that they are
the god of the classroom, so whatever what they say, the students
should accepts that.” (Teacher 8, interview, February 25th 2013)
17
We can see from what the teacher 8 said about the teacher in Indonesia
that less thinking about the needs of students on the positive oral feedback.
However, it happens because the existing culture like Liu & Littlewood (1997)
stated that in Asia is still dominated by teacher-centered method. it is different
with teachers in English Language Teaching Department of Faculty of Language
and Literature in Satya Wacana Christian University who has studied and taught
in English, because when they learn English, they also gain knowledge of the
culture of the English (Brooks, 1964).
However, there are still many teachers who may not understand the role of
positive oral feedback for students who are in period of learning. Teachers rarely
provide positive feedback to the students because the existing Asian culture and
that is also impacting Indonesia (Zainab, 2012). One of the participants had a
pretty interesting answer for discussion about Zainab (2012) statement. The idea
originated from the 10 teachers who said:
Teacher 10
“I can understand why teacher given only the negative feedback.
Because they want to underline the mistake and some people only
see the mistake. In a way is good, so the students know right away,
but, of course it depends on the frequency if you say all the time it
becomes bullying. But teacher who never give feedback I don’t
understand. Because I think at least you have to give compliment.”
(Teacher 10, interview, February 15th 2013)
As expressed by teachers 10, we can see that there are teachers who
understand the feelings of a teacher who does not give positive oral feedback
because of several reasons. Like teacher 10 said that it maybe because the teacher
want their student know their mistakes directly, but sometimes teachers do not
realize that their feedback is too much and make their student discourage to study
18
more. It is because the teacher’ misunderstanding about the usefulness of positive
oral feedback since the culture is not accustomed give positive feedback to others.
CONCLUSION AND PEDAGOGICAL IMPLICATION
The purpose of this study is to identify the teachers’ belief about the
positive oral feedback given to students. It seeks to gain understanding of
teachers’ perceptions about oral feedback especially positive oral feedback which
is rarely used. It also discovers the belief of teachers towards positive oral
feedback in each of their teaching time. By knowing that, we can figure out the
challenge they have regarding their belief about the use of positive oral feedback.
Similar idea to Schank and Cleary (2009), “Students need to get feedback
as they work”. The statement is contradictory with what was said by Zainab
(2012), teachers are very rarely given positive oral feedback on the students.
According to Zainab (2012), this is what happened in Indonesia, because the
Indonesian culture is still difficult to provide feedback, especially positive oral
feedback for students. It happens because in Asia [especially in Indonesia] it is
still dominated by the one-way method that only teacher-centered (Liu &
Littlewood, 1997). However, all of the participants involved in this study had a
different view to what is said by Zainab (2012). All participants have the view
that they believe in providing what is needed by the students. They continue to
strive to provide a positive oral feedback to students because they believe that
when students received positive oral feedback, students will be able to improve
19
their skills. Sometimes, some participants found that there are some students who
bigheaded and easily forgotten when received positive oral feedback.
The second major finding is the participants believe that providing positive
oral feedback on student can improve students' learning abilities. Similar to the
DeNisi & Kluger (2000) and Sadler (1989) positive oral feedback is one of way in
which teachers can appreciate the work that has been done by the students.
Positive oral feedback is also one good way to keep the spirit of learning and
motivate students to be able to continue to work harder to improve their ability
with conduct self-monitoring. All participants confirmed that through positive oral
feedback that provided by the teacher can make students improve their skills.
Students can improve their skills because students feel that what they do has
meaning, then, they get the motivation and passion to continue to fix their
mistakes.
However, this study still has limitations. The first limitation is the context
used in this study only in the context of the faculty of language and literature at
the Satya Wacana Christian University. Broader context will make the research
better. The second limitation is the background of the participants, who are mostly
English teacher. Therefore, having participants who have different backgrounds in
this study would be more valuable.
Finally, this research reveals about the beliefs of participants who are
English teachers about the positive feedback oral expressed in various ways but
have quite the same outline. This study focus to teachers’ responds so can make
the teachers are more aware about the importance of providing positive oral
20
feedback to students, because of positive oral feedback is needed by students
(Sadler, 1989; Utama, 2010). It can help teachers, not only English teachers but
also teachers of other subjects, to be able to provide positive oral feedback to
students so that students can be motivated to develop their skills and to fix their
mistakes in the lesson.
ACKNOWLEDGEMENT
First of all, I would like to thank to Jesus Christ for all His blessing, joy
and strength in my lifetime. Also, I would like to express my deepest gratitude to
my thesis supervisor, Anita Kurniawati, M. Hum who was abundantly giving
me valuable time, assistance, and guidance. My gratitude is also due to my
examiner, Christian Rudianto, M. Appling for his willingness to read and
examine my thesis. I also thank to all my participants in Faculty of Language and
Literature at Satya Wacana Christian University; for their precious contributions.
The loveliest thanks also go to my beloved family for the endless love and prayers
throughout my study. For Mrs. Irene Talakua, thank you for the support. Also
to all ED Lectures, NINERS’ family and my beloved best friends: Anita, Diane,
Raras, Krisma, Riris, Dewanti, Bintang, Ricky, Yayas, and all my friends who
supported in this Study, I would never forget every precious moment we have
shared together. I also would like to Naomi for all the support that make me
always did this Study. God always be with you.
Mikha Bimantara Warsito
21
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APPANDIX
List of Interview Questions
1. What is the meaning of oral positive feedback according to you?
2. What is your opinion toward oral positive feedback?
3. How often do you give oral positive feedback to your students?
4. Can you explain the advantages of positive oral feedback?
5.
Can you explain disadvantages of positive oral feedback?
6. Do you think Positive oral feedback is important? If so explain why?
7. “Teachers are rarely given positive oral feedback to their students” what is
your opinion about this statement?
26