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ENGLISH TEACHERS’ USE OF CORRECTIVE FEEDBACK AND THE EFFECT ON STUDENTS’ UPTAKE AT SENIOR SECONDARY SCHOOL LEVEL IN INDONESIAN CONTEXT
Full text linkABSTRACT
ASFIAH SYAM. 2015. English Teachers’ Use of Corrective Feedback and the Effect on Students’ Uptake at Senior Secondary School Level in Indonesian Context. (Supervised by Baso Jabu and Sultan)
This research aims at finding out (1) the types of corrective feedback used by EFL teacher (2) the students’ uptake following different types of teachers’ corrective feedback (3) the effect of teachers’’ corrective feedback to the students’ uptake (4) the correlation between teachers’ English proficiency level and teaching experience with their corrective feedback.
This research applied descriptive qualitative research design.The participants were four English teachersof SMA Negeri 3 Takalar. All of them used Bahasa Indonesia and Makassarese as their mother tongue. This study used classroom observation. The data were analysed using Lyster and Ranta’s classification (1997), Miles and Hubermans’ theory (1994) and discourse analysis using Stubbs (1983).
The study found: (1) teacher use six types of corrective feedback proposed by Lyster & Ranta(1997), namely: explicit correction, recast, clarification request, metalinguistic feedback, elicitation, repetition. The study also revealed two other new types that Lyster & Ranta (1997) do not mention, those are peer repair request and giving option (2) the student use two types of uptake in response to teachers’ corrective feedback, namely: repair uptake which involved repetition, incorporation, self-repair, peer repair and need-repair uptake which involved acknowledgement, same error, different error, off target, hesitation and partial repair. (3) Peer repair request were successfully lead repair uptake, however its occurrence shows rarity. Explicit correction and Recast were seen to lead more repetition due to those two types of corrective feedback provide the correct form to the student, it is ease the student to have the repair uptake by repeating the correct form. Metalinguistic was seen to successfully lead self-repair due to this type of feedback lead the student by giving guidance in form of question or even information about the error. Clarification request considered ineffective to lead repair uptake 4) teacher with higher proficiency level presented better performance in regard to error treatment then the teacher with lower English proficiency. It also found that, teaching experience does not guarantee that the teacher have good performance regarding to corrective feedback.
ABSTRAK
ASFIAH SYAM. 2015. Penggunaan ‘Corrective Feedback’ oleh Guru Bahasa Inggris dan Pengaruhnya Terhadap ‘Uptake’ Siswa Sekolah Menengah Atas di Konteks Indonesia. (Dibimbing oleh Baso Jabu dan Sultan)
Penelitian ini bertujuan untuk (1) mengetahui jenis umpanbalik korektif yang digunakan oleh guru bahasa Inggris sebagai bahasa asing (2) respon serapan siswa terhadap umpanbalik korektif yang digunakan oleh guru (3) Pengaruh umpanbalik korektif yang digunakan oleh guru terhadap respon serapan siswa (4) sejauh mana tingkat kemampuan bahasa Inggris guru dan pengalaman mengajarnya berhubungan dengan umpanbalik korektif yang mereka gunakan.
Penelitianinimenggunakandesainkualitatif.partisipandaripenelitianiniadalahempat guru Bahasa Inggris di SMA Negeri 3 Takalar. Keseluruhan dari mereka menggunakan Bahasa Indonesia dan Makassar sebagai bahasa ibu mereka. Penelitian ini menggunakan observasi kelas. Data yang diperoleh dan alisis menggunakan klasifikasi dari Lyster dan Ranta (1997), Miles kualitatif teori dari Huberman (1994) dan analisis diskorss menggunakan Stubbs (1983).
Penelitian ini menemukan bahwa: (1) Guru menggunakan enam jenis umpan balik serapanya itu koreksi eksplisit, reformulasi ulang, meminta klarifikasi, koreksi metalinguistik, mengisi bagian kosong, pengulangan dan jenis baru lainnya, yaitu meminta koreksi rekan dan memberi pilihan. (2) Siswa menggunakan dua jenis respon serapan dalam menanggapi umpan balik korektif guru, yaitu pertama, respon serapan-perbaikan yang meliputi pengulangan, penggabungan, perbaikan sendiri, perbaikan rekan kedua, respon serapan butuh perbaikan yang meliputi pengakuan, kesalahan yang sama, kesalahan yang berbeda, salah sasaran, keragu-raguan, dan perbaikan sebagian(3) meminta koreksi rekan sukses memperoleh respon serapan perbaikan, namun kemunculannya sangat jarang. Koreksi eksplisit dan reformulasi ulang terlihat lebih memperoleh pengulangan sebagai responnya, ini disebabkan karena jenis umpan balik korektif ini memberikan jawaban yang benar kepada siswa; halinimemudahkansiswauntukmemilikiserapanperbaikandenganmengulangbentuk yang benar untuk memberikan respon serapan dengan hanya mengulangi jawaban benar yang diberikan oleh guru. Koreksi metalinguistic berhasil memperoleh perbaikan sendiri, hal ini terjadi karena jenis umpan balik korektif ini mengarahkan siswa dengan memberikan pertanyaan arahan atau bahkan informasi mengenai kesalahan siswa. Meminta klasrifikasi dianggap tidak efektif untuk memperoleh respon serapan perbaikan. (4) Guru dengan kemampuan bahasa Inggris yang yang lebih tinggi menunjukkan tingkat kinerja yang lebih baik dalam memberikan umpanbalik korektif dibanding guru dengan kemampuan bahasa Inggris yang lebih rendah.
TABLE OF CONTENT
Penggunaan ‘Corrective Feedback’ oleh Guru Bahasa Inggris dan Pengaruhnya Terhadap ‘Uptake’ Siswa Sekolah Menengah Atas di Konteks Indonesia
Full text linkABSTRAK
Penelitian ini bertujuan untuk (1) mengetahui jenis umpanbalik korektif yang digunakan oleh guru bahasa Inggris sebagai bahasa asing (2) respon serapan siswa terhadap umpanbalik korektif yang digunakan oleh guru (3) Pengaruh umpanbalik korektif yang digunakan oleh guru terhadap respon serapan siswa (4) sejauh mana tingkat kemampuan bahasa Inggris guru dan pengalaman mengajarnya berhubungan dengan umpanbalik korektif yang mereka gunakan.
Penelitianinimenggunakandesainkualitatif.partisipandaripenelitianiniadalahempat guru Bahasa Inggris di SMA Negeri 3 Takalar. Keseluruhan dari mereka menggunakan Bahasa Indonesia dan Makassar sebagai bahasa ibu mereka. Penelitian ini menggunakan observasi kelas. Data yang diperoleh dan alisis menggunakan klasifikasi dari Lyster dan Ranta (1997), Miles kualitatif teori dari Huberman (1994) dan analisis diskorss menggunakan Stubbs (1983).
Penelitian ini menemukan bahwa: (1) Guru menggunakan enam jenis umpan balik serapanya itu koreksi eksplisit, reformulasi ulang, meminta klarifikasi, koreksi metalinguistik, mengisi bagian kosong, pengulangan dan jenis baru lainnya, yaitu meminta koreksi rekan dan memberi pilihan. (2) Siswa menggunakan dua jenis respon serapan dalam menanggapi umpan balik korektif guru, yaitu pertama, respon serapan-perbaikan yang meliputi pengulangan, penggabungan, perbaikan sendiri, perbaikan rekan kedua, respon serapan butuh perbaikan yang meliputi pengakuan, kesalahan yang sama, kesalahan yang berbeda, salah sasaran, keragu-raguan, dan perbaikan sebagian(3) meminta koreksi rekan sukses memperoleh respon serapan perbaikan, namun kemunculannya sangat jarang. Koreksi eksplisit dan reformulasi ulang terlihat lebih memperoleh pengulangan sebagai responnya, ini disebabkan karena jenis umpan balik korektif ini memberikan jawaban yang benar kepada siswa; halinimemudahkansiswauntukmemilikiserapanperbaikandenganmengulangbentuk yang benar untuk memberikan respon serapan dengan hanya mengulangi jawaban benar yang diberikan oleh guru. Koreksi metalinguistic berhasil memperoleh perbaikan sendiri, hal ini terjadi karena jenis umpan balik korektif ini mengarahkan siswa dengan memberikan pertanyaan arahan atau bahkan informasi mengenai kesalahan siswa. Meminta klasrifikasi dianggap tidak efektif untuk memperoleh respon serapan perbaikan. (4) Guru dengan kemampuan bahasa Inggris yang yang lebih tinggi menunjukkan tingkat kinerja yang lebih baik dalam memberikan umpanbalik korektif dibanding guru dengan kemampuan bahasa Inggris yang lebi
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koamabayili/VECTRON-author-checklist: VECTRON author checklist
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Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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