TEFL II ASSIGNMENT

GIVING FEEDBACK

GROUP 6

1. EDWIN RINALDI A1M2 18 054

2. SITI MARLINA A1M2 18 056
3. RAYNALD ENGKA A1M2 18 058
4. VERA SAFITRI KASIM A1M2 18 062
5. TRI ANUGRAH SARI A1M2 18 064
6. LAODE MUHAMMAD RISNANDAR A1M2 18 066

CLASS : B

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

HALU OLEO UNIVERSITY

KENDARI

2021
 CHAPTER I

INTRODUCTION

A. Background

Giving feedback is one of the indications that a communication in a class is running.

Feeback is a comment, assessment, appreciation, and response to an output given by
someone in response to things given to them. In the classroom, feedback is a comment or
assessment given by the teacher to the response given by students to a problem. Giving
Feedback can be in the form of verbal like responding to answers and non-verbal like
giving a written assessment.

"If feedback is not given, the learner might assume that he / she has no areas for
improvement or development," (Judy Mckimm, 2005). Sometimes teachers are too
focused on the right answer. When there are students who give incorrect answers, the
teacher often immediately gives opportunities to others without giving feedback to these
students. Giving feedback not only makes students motivated to improve their own
intellectual abilities, but also creates a feeling of confidence in students to keep trying to
give their ideas about a problem. Therefore, teachers should always try to respond and
appreciate the ideas and outputs of their students.

In addition to being useful for students, giving feedback can be a measure that
students are interested in or active in responding to a given material. In addition to
measuring communication, the teacher can also determine benchmarks for student
knowledge. With this knowledge the teacher can make a better evaluation standard of the
material that has been given.

B. Problems Formulation
1. What is feedback and what are the relations between its componets?
2. What are the steps of gathering information as the basis for assesment?
3. What are the ways used to correct mistake in oral work?
4. What are the function of written feedback
 CHAPTER II

DISCUSSION

A. Differents Approaches to the Nature and Function of Feedback

1. The Definiton of Feedback

In general, feedback is information that is given to the learner about his or her
performance of a learning task, usually with the objective of improving this
performance. Some examples in language teaching: the words "Yes, right!", said to a
learner who has answered a question. Feedback is an important component of the
formative assessment process. Formative assessment gives information to teachers
and students about how students are doing relative to classroom learning goals.

Feedback can be very powerful if done well. The power of formative feedback lies
in its double-barreled approach, addressing both cognitive and motivational factors at
the same time. Good feedback gives students information they need so they can
understand where they are in their learning and what to do next—the cognitive factor.
Once they feel they understand what to do and why, most students develop a feeling
that they have control over their own learning—the motivational factor.

Feedback has two main distinguishable components: assessment and correction. In

assessment, the learner is simply informed how well or badly he or she has performed.
In correction, some specific information is provided on aspects of the learner's
performance: through explanation, or provision of better or other alternatives, or
through elicitation of these from the learner.

2. The relationship between assessment and correction

It is, of course, perfectly possible to give assessment without correcting, as when a

final percentage mark on an exam is made known to a learner without the exam itself
being returned or commented on. The other way round is very much less feasible: it is
virtually impossible to comment on what is right or wrong in what a learner has done
without conveying some kind of assessment. If a correction is supplied, the learner is
very aware that this means the teacher thinks something was wrong; if comment is
given on why something was appropriate, there is necessarily an underlying message
of commendation.
 3. The Provision of Assesment: Different Opinions

Audio-lingualism Negative assessment is to be avoided as far as possible since it

functions as 'punishment and may inhibit or discourage learning. Positive assessment
provides reinforcement of correct responses, and promotes learning.

Humanistic methodologies A crucial function of the giving of assessment is to

preserve and promote a positive self-image of the learmer as a person and language
learner. Assessment therefore shouid be positive or non-judgemental.

Skill theory For successful acquisition of a skill, the learner needs feedback on
how well he or she is doing; hence the importance of the provision of constant and
honest assessment (Johnson, 1995).

B. Assessment
1. Teaching Self-Assessment Skills
Self- and peer assessment skills may not come naturally. These skills are best taught
in context, in lessons that use a self- or peer assessment strategy to provide students with
information about their own work that they can see is useful and helps them improve.
This approach teaches them where feedback comes from. They will learn the strategy at
the same time as they learn how to improve their project, writing assignment, math
problem solving, or whatever they are working on.
Self-assessment increases students’ interest in feedback because it’s “theirs”, it
answers their own questions and helps them to develop the self-regulation skills necessary
for using any feedback. Some research evidence suggests that self-assessment is more
powerful for learning than peer assessment (Sadler & Good, 2006). The reason seems to
be related to self-regulation. In self-assessment, students practice how to monitor,
evaluate, and make plans about their own work in relation to a learning target. This, of
course, is the goal of learning, whether it’s called “self-assessment” or not.

2. An Example from Elementary Math

One way to help students organize self-assessment and use it as feedback is to have them
keep records of their performance and reflect on it. In one 3rd grade class, a teacher had
her students make bar graphs to record each successive week of quiz scores on the
multiplication facts, for 10 weeks. They also predicted how they would do the following
week.1
1
Susan M Brookhart, 2017, How to Give Effective Feedback to Your Students, 2n ed, Alexandria: ASCD
 Most of the feedback we give our learners is ongoing correction and assessment,
directed at specific bits of learner-produced language with the aim of bringing about
improvement, the type of evaluation involved here is sometimes called 'formative', since
its main purpose is to 'form': to enhance, not conclude, a process. Distinct from this is the
evaluation usually termed 'summative', where the teacher evaluates an overall aspect of
the learner's knowledge in order to summarize the situation: how proficient he or she is at
a certain point in time, for example, or how much he or she has progressed during a
particular course.
Below are descriptions of various ways of gathering the information which will serve
as a basis for assessment, and of some common criteria used for assessing it.

a. Gathering information (1): Tests

The most common way of gathering information for assessment is through tests, the usual
criterion is an arbitrary level which the learner is expected to have reached and the result is
generally expressed through percentages.

b. Gathering information (2): Other sources

There, are, however, various problems with tests as a basis for summative evaluation:
they are a one-off event which may not necessarily give a fair sample of the learner's overall
proficiency they are not always valid (actually testing what they say they are) or reliable
(giving consistent results) and if they are seen as the sole basis for a crucial evaluation in the
learner's career, they can be extremely stressful.

Other options do, however, exist. These are summarized below or see Brindley (1989) for
a more detailed discussion.

 Teacher's assessment. The teacher gives a subjective estimate of the learner's

overall performance.
 Continuous assessment. The final grade is some kind of combination of the grades
the learner received for various assignments during the course.
 Self-assessment. The learners themselves evaluate their own performance, using
clear criteria and weighting systems agreed on beforehand.
 Portfolio. The learner gathers a collection of assignments and projects done over a
long period into a file and this portfolio provides the basis for evaluation.
3. Criteria
 Having collected the 'evidence' of the learners' proficiency in one or more of the ways
described above, what will be our yardstick in deciding how good it is?

The following are some of the possibilities.

 Criterion-referenced: how well the learner is performing relative to a fixed

criterion, where this is based on an estimation of what it is reasonable or
desirable to demand from learners at the relevant point in their development
(age, career, level, stage of a course).
 Norm-referenced: how well the learner is performing relative to the group. In
this case, a group of slow learners would be assessed according to different,
easier, norms than a group of faster ones.
 Individual-referenced: how well the learner is performing relative to his or her
own previous performance, or relative to an estimate of his or her individual
ability.
C. Correcting mistakes in oral work

On the whole, we give feedback on oral work through speech, on written work
through writing; and although there are occasional situations where we might do it the
other way round (for example, discuss an essay with a student in a one-to-one tutorial, or
write a letter providing feedback on speech). Oral feedback is often given informally
during observations of students doing their work or of work in progress. 2 From this
opinion, we can conclude that oral feedback is very flexible to observe. For example,
when a student has expressed his or her opinion in front of the class and the teacher feels
that there is a mistake that is not very serious, for example the student mispronounced 1
or 2 words, the teacher spontaneously told the correct word, and the student followed the
correct direction.

In feedback on speaking, learners may benefit more, for example, from feedback on
their use of speaking strategies (such as checking understanding, buying time or self-
correction) than they will from correction of their grammatical errors.

Oral corrections are usually provided directly by the teacher; but they may also be
elicited from the learner who made the mistake in the first place, or by another
member of the class. Corrections may or may not include a clarification of why the

2
Susan M Brookhart, 2008, How to Give Effective Feedback To Your Student, Alexandria: Association for
Supervision and Curriculum Development, p.48
mistake was made, and may or may not require re-production of the acceptable form
by the learner.

Six types of oral corrective feedback are presented bellow with examples:

 Explicit correction refers to the teacher indicates student’s utterance

was not correct. Instructors or teachers provide the correct form. Some
phrases are used such as “oh, you mean,” “you should say,” etc.
S: He go to school regularly.
T: It’s not “he go” but “he goes”.
 Recasts refers to the teacher repeats a student’s utterance and provides
the correction where student has made a mistake, without pointing out
that student’s utterance was incorrect.
S: “Can I lend your book?”
T: “What?”
S: “Can I lend your book?”
T: “You mean, can I borrow your book?”
 Clarification requests refer to the teacher indicates to students that he
or she does not understand what students just said. It typically occurs
when students produce erroneous utterance. Teachers use some request-
phrases i.e. “sorry”, “Pardon me”, “excuse me” etc.
T: How often do you brush your teeth?
S: Two.
T: Excuse me? (Clarification request)
S: Two.
T: Two what? (Clarification request)
S: Two for a day.
T: Two times a day.
 Meta-linguistic cue refers to the teacher asks questions or provides
comments or information which related to the formation of the student’s
utterance without providing the correct form. Meta-linguistic cue
feedback is grammatical explanation on any particular language use.
Mate-linguistic feedback also includes meta-language.
 S: There were many man in the meeting?
T: You need plural.

 Elicitation refers to the teachers use at least three techniques to elicit

the correct answers or forms directly from the students by asking
questions such as “How do I ask somebody to open the door?”, by
asking students to reformulate the utterance such as “Can you say that
again?”, and by pausing to allow students to fill in the blank such as
“This is a …..”.

S: “My mother cleans the glass.”

T: “Excuse me, she cleans the??”
S: “Glasses?”

 Repetition refers to the teacher repeats the student’s error and changes
intonation to draw student’s attention to it.

S: “He are …… “
T: “He are…? But it’s one people, right? You see your mistake?
You see the error? When it’s singular. It’s he is.”
D. Written Feedback

Written feedback is also a powerful tool for circling or underlining the error of
student’s work and correction is inserted and noted on their work sheet copy, for that
reason students can refer to it over and over again but sometimes in case of verbal
feedback, students may forget what teacher said in the classroom.3 From this opinion, it
can be said that this written feedback is useful for students, because the teacher can write
down the feedback on the student's worksheets so that students will not forget about the
assignments they have done. For example, the teacher appreciates students by writing
"good job, very good, or excellent" on the student worksheet or the teacher writes down
what the student needs to improve on his assignment, such as "pay attention to the
punctuation of the text, pay attention to grammar, etc. Effective written feedback provides
student with a record of what they are doing well, what needs improvement and suggested
next steps. Effective written feedback also needs to be written in a manner that is
understandable to the students and actionable so that the students can make revisions.

3
Razia Sultana, 2015, The Survey on Using oral Corrective Feedback in ESL Classroom in Bangladeshi
Context, BRAC University, p.11
 Written feedback can be delivered through comments directly on the work, annotations
on rubrics or assignment cover sheets, or a combination of both.

Written feedback can be said to be effective by paying attention to three things,

namely:

1. Clarity

Clarity is important because clarity aims to maximize the chances that students
will understand feedback. The criterion for clarity is whether the writing or speech
would be clear to the individual student. In writing good feedback clarity, we must
pay attention to several things:

 Using simple vocabulary and sentence structure

 Writing or speaking on the student’s developmental level\
 Checking that the student understands the feedback
2. Specificity

Specificity aims to give guidance but not to do the work for students and to give
suggestions that are specific enough so that the student can take concrete next steps.
In writing good specificity feedback, we should pay attention to several things:Using
a lot of nouns and descriptive adjectives

 Describing concepts or criteria

 Describing learning strategies that may be useful
3. Tone

Tone refers to the expressive quality of the feedback message, and it affects how
the message will be heard. Tone can inspire or discourage so that tone is important in
providing feedback to students. The choice of words also has an effect in determining
the tone of the feedback given. Johnston (2004) in (Brookhart, 2008) said that word
choice should be respectful of students as person and position them as active agents of
their own learning4. From this opinion, in choosing the word, it can affect how
students read the feedback given by the teacher. It is possible for a teacher to give a
feedback which according to him is good and understood by the students, but students
may think that the feedback given makes them feel disappointed with the assignment
that they have done. For example, the teacher writes “make into paragraph”, this
4
Susan M. Brookhart, 2008, How to Give Effective Feedback to Your Students, Alexandria: ASCD, 2008, p.35
 sentence can be said as judgmental or not, because students may think that the
assignment they are doing is not appreciated. So, it would be great if the teacher wrote
"your task is good, but I wonder you make it into the paragraph." Tone aims to
communicate respect for the student as a learner, to position the student as an agent,
and to inspire thought, curiosity, or wondering. In writing a good feedback tone, we
must pay attention to several things:

 Using words and phrases that assume the student is an active learner
 Asking questions
 Sharing what you are wondering about
E. Clarifying personal attitudes

This unit asks you to define your own attitudes to various aspects of the topic of
feedback; it focusses particularly on the feelings and relationships which may be affected
by the giving and getting of feedback.

Feedback is information provided by an agent (e.g., teacher, peer, book, parent,

experience) regarding aspects of one's performance or understanding. It occurs typically
after instruction that seeks to provide knowledge and skills or to develop particular
attitudes.

Feedback of whatever kind is, of course, of little or no value unless learners learn
from it. Some learners, some of the time, pay more attention to feedback than others.
Learning from feedback cannot be forced: the teacher’s task is to try to create the right
conditions for learning to take place.

Direct explicit feedback in which the teacher provides a corrected reformulation of an

error often requires the learner to repeat the correction, especially in feedback on
speaking. Since this may be no more than simple, there is little guarantee that benefits
will accrue. More indirect feedback, which requires learners to self-correct, would seem
to offer more potential for learning (but see the discussion above in the section
‘Techniques for corrective feedback’). In feedback during or immediately after speaking
activities, there is very little delay between the teacher’s prompt and the self-correction.
An alternative to asking a learner to self-correct is a repetition of the task (with a different
role, a different partner, or after additional planning time).5

5
Kerr, P. 2017b. How much time should give to speaking practice? Part of the Cambridge Papers in ELT series.
Cambridge: Cambridge University Press.
 Learners often respond positively to task repetition with speaking activities. But with
written work, many students, however much they value a teacher’s corrections, are often
reluctant to engage in second or further iterations of their work. Nevertheless, most
researchers and methodologists agree that redrafting, or what is known as ‘process
writing.6

Seen as the most effective way of improving learners’ writing skills (Sheen, 2011, p.
35), it needs considerable amounts of time and takes students through a sequence of
planning (brainstorming, evaluating and organising ideas), quick first drafts (leaving gaps
or using the first language if necessary) and subsequent drafts moving towards a final
product. The focus at first, for both the learners and for the teacher in giving feedback, is
on content and fluency, and only moves towards questions of grammatical accuracy in the
later stages.

Statements about feedback

1. Feedback implies a power hierarchy

In my opinion a power hierarchy in the classroom, with the teacher in charge and
students subordinate, is inevitable: the right of the teacher to correct and assess is one
expression of it. Underlying, and to some extent offsetting this apparent dominance,
however, is the teacher's role as server and supporter of the learners: the two roles are
not only compatible, but, I think, complementary and essential for healthy classroom
relationships.

For example :

Teachers are professionally responsible for the success of their students towards
the expected goals. None of the teachers want their students to fail in achieving
achievements. No teacher is happy that their students have failed. Student learning
failure is not only a loss for those concerned, but also a loss for teachers and parents.
Armed with knowledge, the teacher strives so that no student experiences failure in
learning. One of them is by providing feedback on learning.

2. Assessment is potentially humiliating.

6
White, R., & Arndt, V. 1992. Process writing. London: Longman
 If you have recently undergone assessment yourself, you may recall the
experience of real, or feared, humiliation. It is important to recognize that the
potential exists in order to be able to ensure that it is not realized.

For example :

Teachers must be able to discipline students with compassion especially self-

discipline. Discipline must be demonstrated by teachers to help students find
themselves, overcome or prevent disciplinary problems from arising and trying to
create pleasant situation for learning activities. When the teacher makes an
assessment of their students, an assessment that is not good for students who do not
have the courage to express themselves in front of their friends, the teacher must give
an assessment directly to their students without involving their friends or comparing
them.

3. Teachers should give only positive feedback.

It is true that positive feedback tends to encourage, but this can be overstated,
as here. Negative feedback, if given supportively and warmly, will be recognized
as constructive, and will not necessarily discourage.

For example :

When students do their job and do something right. Thus, students deserve praise
such as: "Very good!" "Very nice!" Also, when they make mistakes, we must
continue to give positive feedback such as: "Your work is good, but there is still
something that needs to be improved." In this case, we can encourage students that
they have done something right even though they are not perfect.

4. Giving praise fosters good teacher-student relationships.

Yes, up to a point. But if there are good relationships, praise often becomes
unnecessary; frank, friendly criticism is probably more appropriate and contributes
more to the further strengthening of the relationship. And see the next question.

For example :

The teacher should give praise to students whose work results are correct / good.
If student work results are wrong, do not ever say: "This is wrong!" Because, this will
reduce the enthusiasm of students to learn. But say to the students: "Okay, try to tell
Mr. /Ms. how you did / solved this problem!" Apart from not reducing students'
enthusiasm for learning, these words can train students to be accountable for the
results of their actions. Students are required to state the reasons why they do this.
For students who make mistakes / get into trouble, the teacher should help how to
solve the problems at hand. Directions or suggestions can be given in oral or written
form. The students feel that their work gets the attention of their teachers.

Regarding the results of student work, the teacher must provide feedback on how
he thinks about these results and what suggestions or comments need to be conveyed.
Thus, students will be motivated to try to make even better. An even better effort is
that the results of the students' work are displayed as learning tools / resources.
Students feel proud that their work is valued and they will try even harder to improve
their work.

5. Correcting each other can be harmful to student relationships.

If peer-correction causes conflict or tension between individuals, this probably means

that relationships were not particularly warm or trusting in the first place. In other words, I
do not think that peer-correction in itself can hurt if students feel good with one another in
general; it may, however, do so if there was previous dislike or lack of trust between
them.

For Example :

When students ask questions, make it a habit not to be answered directly by the teacher,
give other students the opportunity to provide answers or to be discussed with their friends.
Comments came from various parties so that there was a conversation between the teacher
and the students, and the students and the students. With this kind of discussion, students
who ask questions will know how to solve it.
 CHAPTER III

CONCLUSION

A. Summary

Feedback is information that is given to the learner about his or her performance of a
learning task. In writing feedback, there are two main distinguishable components, they are
assessment and correction. In assessment, the learner is simply informed how well or badly
he or she has performed. Meanwhile in correction, some specific information is provided on
aspects of the learner's performance: through explanation, or provision of better or other
alternatives, or through elicitation of these from the learner.

Feedback can be oral feedback and written feedback. Oral feedback is given directly by
the teacher to the students and it's often given informally during observations of students
doing their work or of work in progress. In feedback on speaking, learners may benefit more,
for example, from feedback on their use of speaking strategies (such as checking
understanding, buying time or self-correction) than they will from correction of their
grammatical errors. Meanwhile written feedback is a powerful tool for pinpointing student
work errors and corrections on student worksheets. Written feedback can be delivered
through comments directly on the work, annotations on rubrics or assignment cover sheets, or
a combination of both. Effective written feedback needs to be written that is understandable
to and actionable so that the students can make revisions. For that, in writing written
feedback, we must pay attention to clarity, specificity, and tone.

B. Suggestions

In providing this feedback it can give birth to an indication that communication in

class is going on. Turning the atmosphere in a passive classroom to be active, between
educators and students in exchanging ideas where in this feedback there are comments,
assessments, appreciation, and responses to an output given by someone in response to
things given. In class, feedback is a comment or assessment given by the teacher to the
response given by students to a problem. Giving feedback can be in the form of verbal
such as responding to answers and non-verbal such as giving written assessments.
Sometimes the teacher is too focused on the correct answer. When there are students who
give wrong answers, often the teacher immediately gives opportunities to other people
without giving feedback to these students. Preferably, the teacher must provide feedback
without distinguishing which answer is wrong and which answer is correct. Giving
feedback not only makes students motivated to improve their own intellectual abilities,
but also creates self-confidence in students to keep trying to give their ideas about a
problem, collaborating with their friends' opinions, or also from their teachers. Therefore,
teachers should always try to respond and appreciate the ideas and outputs of their
students. Providing feedback can be a measure of student interest or activeness in
responding to material. In addition to measuring communication, the teacher can also
determine benchmarks for student knowledge and the extent of their understanding. With
this knowledge the teacher can make better evaluation standards for the material that has
been given.
 REFERENCES

Brookhart, S. M. (2008). How to Give Effective Feedback to Your Students. Alexandria:

ASCD.

Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. 2nd ed.
Alexandria: ASCD.

Kerr, P. (2017b). How much time should we give to speaking practice? Part of the
Cambridge Papers in ELT Series. Cambridge: Cambridge University Press.

Kerr, P. (2020). Giving feedback to language learners. Part of the Cambridge papers in ELT
series. Cambridge: Cambridge University Press

Sultana, Razia. 2015. The Survey on Using Oral Corrective Feedback in ESL Classroom in
Bangladeshi Context. BRAC University. 2015

Ur, Penny. 1996. A course in English Language Teaching. Cambridge University Press.

White, R., & Arndt, V. (1992). Process Writing. London: Longman

Attachment of PPT