Teacher’s Feedback in EFL Young Learners’ Classroom a descriptive study at one public elementary school in cimahi
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<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><relation>http://repository.upi.edu/15016/</relation><title>Teacher’s Feedback in EFL Young Learners’ Classroom : a descriptive study at one public elementary school in cimahi</title><creator>Fitria, Winda</creator><subject>L Education (General)</subject><description>This study attempts to investigate the teacher’s feedback in EFL young learners’ classroom. This study aims to reveal the corrective feedback type used by the teacher toward the students’ erroneous utterance and to find out the students’ responses toward the teacher’s feedback. This study usesa descriptive design. A novice teacher and sixth grade students in primary school are the subjects of the research. Classroom observation and students’ interview is deployed in uncovering the data needed. The transcripts of the classroom observation are analyzed using feedback framework developed by Lyster & Ranta (1997). There are six feedback types as proposed by Lyster & Ranta (1997). They are explicit feedback, recast, clarification request, repetition of error, metalinguistic clue, and elicitation technique. The data show that teacher uses all six feedback types proposed by Lyster & Ranta (1997) and most of the students respond positively toward teacher’s feedback by giving uptake. The data also indicates that the teacher’s feedback as proposed by Lyster & Ranta (1997) has positive effects in the process of second language acquisition. It attracts the students to notice their mistake and trigger the students to produce more accurate target language. 

Penelitian ini mencoba menginvestiga feedback guru di kelas EFL untuk anak-anak. Penelitian ini bertujuan mengungkap tipe corrective feedbackyang digunakan guru terhadap keslahan ujaran siswa dan untuk mengetahui respon siswa terhadap feedback guru. Penelitian ini menggunakan desain deskriptif. Subjek dari penelitian ini adalah seorang guru pemula dan siswa kelas enam sekolah dasar. Untuk mengungkap data yang dibutuhkan penelitian ini menggunakan observasi kelas dan wawancara dengan siswa. Transkrip dari observasi kelas dianalisis menggunakan kerangka feedbackdari Lyster & Ranta (1997). Ada enam macam tipe feedbackyang disampaikan oleh Lyster & Ranta. Tipe feedback tersebut yaitu explicit feedback, recast, clarification request, repetition of error, metalinguistic clue, danelicitation technique. Hasil dari data menunjukkan bahwa guru menggunakan semua enam tipe feedback yang disampaikan oleh Lyster & Ranta (1997) dan kebanyakan siswa merespon dengan positif terhadap feedback dengan memberikan uptake. Data juga mengindikasikan bahwa feedback guru yang dikembangkan oleh Lyster & Ranta (1997) memiliki efek yang positif dalam akuisisi bahasa kedua. Feedback tersebut menarik siswa untuk menyadari kesalahan mereka dan memici siswa untuk menghasilkan bahasa target lebih akurat lagi.</description><date>2014-04-25</date><type>Thesis:Bachelors</type><type>PeerReview:NonPeerReviewed</type><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/6/S_ING_0704407_Title.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/1/S_ING_0704407_Table_of_content.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/2/S_ING_0704407_Abstract.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/4/S_ING_0704407_Chapter1.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/7/S_ING_0704407_Chapter2.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/7/S_ING_0704407_Chapter3.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/8/S_ING_0704407_Chapter4.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/9/S_ING_0704407_Chapter5.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/3/S_ING_0704407_Bibliography.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/15016/5/S_ING_0704407_APPENDIX.pdf</identifier><identifier> Fitria, Winda (2014) Teacher’s Feedback in EFL Young Learners’ Classroom : a descriptive study at one public elementary school in cimahi. S1 thesis, Universitas Pendidikan Indonesia. </identifier><relation>http://repository.upi.edu</relation><recordID>15016</recordID></dc>
|
| language |
eng |
| format |
Thesis:Bachelors Thesis PeerReview:NonPeerReviewed PeerReview Book:Book Book |
| author |
Fitria, Winda |
| title |
Teacher’s Feedback in EFL Young Learners’ Classroom : a descriptive study at one public elementary school in cimahi |
| title_sub |
a descriptive study at one public elementary school in cimahi |
| publishDate |
2014 |
| topic |
L Education (General) |
| url |
http://repository.upi.edu/15016/6/S_ING_0704407_Title.pdf http://repository.upi.edu/15016/1/S_ING_0704407_Table_of_content.pdf http://repository.upi.edu/15016/2/S_ING_0704407_Abstract.pdf http://repository.upi.edu/15016/4/S_ING_0704407_Chapter1.pdf http://repository.upi.edu/15016/7/S_ING_0704407_Chapter2.pdf http://repository.upi.edu/15016/7/S_ING_0704407_Chapter3.pdf http://repository.upi.edu/15016/8/S_ING_0704407_Chapter4.pdf http://repository.upi.edu/15016/9/S_ING_0704407_Chapter5.pdf http://repository.upi.edu/15016/3/S_ING_0704407_Bibliography.pdf http://repository.upi.edu/15016/5/S_ING_0704407_APPENDIX.pdf http://repository.upi.edu/15016/ http://repository.upi.edu |
| contents |
This study attempts to investigate the teacher’s feedback in EFL young learners’ classroom. This study aims to reveal the corrective feedback type used by the teacher toward the students’ erroneous utterance and to find out the students’ responses toward the teacher’s feedback. This study usesa descriptive design. A novice teacher and sixth grade students in primary school are the subjects of the research. Classroom observation and students’ interview is deployed in uncovering the data needed. The transcripts of the classroom observation are analyzed using feedback framework developed by Lyster & Ranta (1997). There are six feedback types as proposed by Lyster & Ranta (1997). They are explicit feedback, recast, clarification request, repetition of error, metalinguistic clue, and elicitation technique. The data show that teacher uses all six feedback types proposed by Lyster & Ranta (1997) and most of the students respond positively toward teacher’s feedback by giving uptake. The data also indicates that the teacher’s feedback as proposed by Lyster & Ranta (1997) has positive effects in the process of second language acquisition. It attracts the students to notice their mistake and trigger the students to produce more accurate target language.
Penelitian ini mencoba menginvestiga feedback guru di kelas EFL untuk anak-anak. Penelitian ini bertujuan mengungkap tipe corrective feedbackyang digunakan guru terhadap keslahan ujaran siswa dan untuk mengetahui respon siswa terhadap feedback guru. Penelitian ini menggunakan desain deskriptif. Subjek dari penelitian ini adalah seorang guru pemula dan siswa kelas enam sekolah dasar. Untuk mengungkap data yang dibutuhkan penelitian ini menggunakan observasi kelas dan wawancara dengan siswa. Transkrip dari observasi kelas dianalisis menggunakan kerangka feedbackdari Lyster & Ranta (1997). Ada enam macam tipe feedbackyang disampaikan oleh Lyster & Ranta. Tipe feedback tersebut yaitu explicit feedback, recast, clarification request, repetition of error, metalinguistic clue, danelicitation technique. Hasil dari data menunjukkan bahwa guru menggunakan semua enam tipe feedback yang disampaikan oleh Lyster & Ranta (1997) dan kebanyakan siswa merespon dengan positif terhadap feedback dengan memberikan uptake. Data juga mengindikasikan bahwa feedback guru yang dikembangkan oleh Lyster & Ranta (1997) memiliki efek yang positif dalam akuisisi bahasa kedua. Feedback tersebut menarik siswa untuk menyadari kesalahan mereka dan memici siswa untuk menghasilkan bahasa target lebih akurat lagi. |
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