Ervian, Reza Wijayani
(2023)
Comparing the Teachers’ Feedback on the Basis of Teacher’s Gender and Students’ Level of Proficiency.
Masters thesis, Program Pasca Sarjana FBS Universitas Negeri Padang.
Abstract
Teachers‟ feedback is useful in maintaining students‟ language use in the classroom.
Teachers need to provide an appropriate model and level of feedback, as well as types
of spoken corrective feedback, to students in order to help them notice their
deficiencies and produce a successful uptake as their response. The goals of this
research were to compare the model and level of feedback, as well as the types of
spoken corrective feedback offered by male and female junior and senior high school
teachers, as well as students' responses and preferences toward the types of spoken
corrective feedback offered by the teachers. This research employed descriptive
design. The participants of this research were 20 teachers that consist of male and
female teachers in junior and senior high school. The researcher recorded and
transcribed the learning process, and also distributed the questionnaire in collecting
data. Transcription, analysis, identification, display, and conclusion were all used to
analyze the data. The results revealed that the feedback model and task level were the
most dominat models and levels of feedback used by male and female teachers in
junior high and high school, but there was a difference in the overall percentage.
Then, the most dominant types used by male teachers in junior high school were
explicit correction with metalinguistic explanation, didactic recast, and explicit
correction. Meanwhile, female teachers in junior high school mostly used didactic
recast, metalinguistic clue, and conversational recast. Then, male teachers in senior
high school mostly used didactic recast, metalinguistic clue and explicit correction
with metalinguistic explanation. Last, female teachers in senior high school mostly
used didactic recast, metalinguistic clue and clarification request. Metalinguistics and
clarification requests greatly contributed to students' successful uptake in male
teachers' junior high school classes; meanwhile, didactic recast greatly contributed to
students' successful uptake in female teachers' junior high school classes, male
teachers' senior high school classes, and female teachers' senior high school classes.
In addition, the students‟ preferences for male and female teachers‟ types of spoken
corrective feedback in junior and senior high school referred to didactic recast as
chosen types‟ of spoken corrective feedback.
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