A.

Title

Implementing Self – feedback Correction to Enhance Students’ Speaking

Ability at Eighth Grade of SMPN 3 Parepare

B. Background

Now, English has become an important language in the world. Many

people use it as a medium of communication and it is easier for people who

come from various countries to interact and communicate with other people

using English. English is a global language for people who will advance and

develop (Hafizoah Kassim 2010), they are the people who must be able to

speak and explore English.

At this time, English is what makes us increasingly aware of the

development of the world. The development of the state makes our knowledge

and insight in knowing developments make our insights broad and English

makes our attitude rational. If we can do some language, our logic can run

even faster when making decisions. It is no longer the time for Indonesian

people to work inside their own country with people who are fellow

Indonesian-born land or Indonesian people working abroad to only become

workers in other countries. In addition, in the next few years, many foreign

people will work in Indonesian companies. Indonesia's progress or

development of our country will be seen when global competition or the

economy becomes fierce. Likewise, the importance of speaking English to

become our main capital to compete with other countries. So currently,

education in Indonesia from elementary school to tertiary level makes English

a must-learn subject. Even if we like it or not by learning English, everyone

can understand and even master it.

In the Indonesian national curriculum, the development of teaching

English is evident after Mr. Wachendorf, the first person who served as the

Head of the Inspectorate of the English Language Teaching Center at the

Ministry of Education, stated that English was the first foreign language that

had to be taught in secondary schools in Indonesia. The goal in teaching

English, according to Wachendorf is to equip students with "working

knowledge of English". Minister of Education and Culture Decree No.

096/1967, which states that English is the first foreign language, strengthened

the teaching of English. As an implication in the curriculum of primary,

secondary, and tertiary education, English subjects are one of the fields of

study that must be given.

English consists of four skills that must be taught, namely listening,

speaking, reading, and writing (Muh. Arief Muhsin 2016). Therefore, the

teaching of English is focused on these four skills and some aspects of English

for example, structure, vocabulary, and grammar. Speaking has played an

increasingly important role in the regulation of second/foreign languages as a

means of communication in everyday life (Rakchanok Saengpakdeejit 2014).

Speaking seems to be an important skill that must be acquired by a student

because one of the main responsibilities of every teacher who works with

English students is to enable students to communicate effectively through the

spoken language.
 Speaking is a kind of productive or active skill. Although all four skills

are equally important, speaking is the most important tool for communication

that needs to be achieved. In other words, the purpose of language is

communication, and the purpose of speaking in the context of the language is

to increase communicative efficiency.

As language learners who have studied English intensively, students must

be able to interact verbally with each other through English. Unfortunately, in

the teaching and learning of actual speaking at SMPN 3 Parepare class VIII,

most students experience difficulties in their speaking production. This is

proven by the students 'achievement in speaking ability in several schools in

Indonesia, for example: in the initial observation at SMPN 3 Parepare the

researchers found that students' abilities were still low. Their average score is

47,8. This score is categorized as a low achievement based on the achievement

of the 2018 DEPDIKNAS classification.

As we know that student learning outcomes are included in the category

less, researchers also find the cause of the problem. This achievement problem

is largely due to the application of strategies in learning. This data was

collected through student statements in the form of questionnaires distributed

to students and we got about 60% of students who stated that they were not

satisfied with the strategies used in class.

Based on the problems found, the researcher offers one strategy, namely

the self-feedback strategy. This strategy is used to see the ability in students

utilizing feedback carried out by their classmates and teachers themselves, as

 well as self-correction after feedback. This strategy will be effective in seeing

students' mistakes in speaking.

Feedback is an English word that is often said by Indonesians as a

representation of the word feedback. While in the context of learning,

feedback is often synonymous with responses to student actions, whether it is

done by students or teachers and teachers. Feedback is included as a very

important part of learning because it will affect a lot of students' motivation

and learning interest Suhadi (2008) students. Therefore, the title of this study

is "Implementing Self-feedback Correction to Enhance Students' Speaking

Abilities at Eighth Grade Students Of SMPN 3 Parepare".

C. Problem Statement and Research Question

Base on the problem above student ability is still low. Their average score

is 47,8. This score is categorized as a low achievement based on

DEPDIKNAS. That is the way the researcher formulates the research

question:

1. Is the implementation of Self – feedback correction able to enhance

student speaking ability at the eighth grade of SMPN 3 Parepare?

2. Is the use of Self – feedback correction makes student becomes interested

to learn English?
D. The objective of the Research

Based on the problem statement above, the objective of the research are:

1. To find out whether or not the use of Self – feedback correction able to

enhance students speaking ability at eight grade student of SMPN 3

Parepare

2. To find out whether or not Self – feedback correction makes student

becomes interested to learn English

E. Significant of the Research

The significance of the research is divided into two parts. They will be

theoretical and practical significance.

1. Theoretical significance; the result of this research is expected to be useful

information for the development of English language study, especially in

teaching speaking ability by using self – feedback correction.

2. Practical significance; this result of the research is expected to be useful

information to the English teacher in varying their teaching presentation

and motivates the students to improve their speaking ability, so they will

be interested and not bored in learning English, the next researcher;

expected to be useful and meaningful references to the next researcher.

F. Scope of the Research

The scope of the study focused on the self – feedback correction may help

the student to learn English at eighth-grade students of SMPN 3 Parepare it

will restrict by discipline, content, and activity.

 1. By discipline, this research is limited to the field of applied linguistic, in

terms of learning the language

2. By content, this research will explain about teaching language through self

– feedback correction

3. By activity, this research using self – feedback correction in learning the

language in the classroom at eighth-grade students of SMPN 3 Parepare

G. Some Previous Related Research Findings

1. Imam Arifin (2017) in his research, “Improving The Students’ Speaking

Skill Through Group Investigation Technique of the Seventh Grade

Students of MTS Sudirman Jambu Semarang” concluded that teaching

speaking by group investigation technique can get good point of using

group work in class and the students can share their finding of text in

identifying generic structure of descriptive text. They shared their answer

to the task given better in-group than telling it in front of the class.

2. Sari Irianti (2011) in her research “Using Role Play in Improving

Students’ Speaking Ability” found that role-playing activity can improve

students' speaking ability, it is proven by their participation in the class

conversations, discussions, performing the front of the class,

pronunciation, fluency, and feeling confident about speaking.

3. Sinta (2018) in her research “Improving Student’s Ability in Speaking

Skill by Using Ice Breaker Strategy at the Second Grade of MTS TPI

Sawit Seberang” concluded that the improvement of students' scores

 indicates that the students' speaking skill increased significantly.

Therefore, the Ice Breaker strategy can help students in speaking skills.

4. Yuni Mahtawarmi (2019) in her researcher “Improving Students’

Speaking Skill by Using Problem Based Learning (PBL) Model” found

that teaching speaking by using a problem-based learning model could

improve the students‟ speaking skills. The students felt some advantages

of PBL in learning English and PBL could motivate them to increase their

speaking skills.

The research results above proved that the speaking ability can be

developed in different strategy, model, technique, those are Problem Based

Learning (PBL) Model, Ice Breaker Strategy, Role Play, Group Investigation

Technique. In this research, the researcher develops speaking ability in a

different way namely implementing self – feedback correction to enhance

student’s speaking ability.

H. Some Pertinent Ideas

1. Concept of speaking

a. Definition of Speaking

Speaking can be interpreted as speaking activities, where speaking

activity in question is speaking in English. When displayed from the

source of the word, the word "speaking" comes from the spoken word,

which is "speak is to proclaim opinions; to say; to have a talk" (Syaiful

Muhammad Khadafi 2016). So speak here is a way to issue or express

 opinions, words that we want to say (Thomas Zerback and Nayla

Fawzi 2017). Nevertheless, in a broad sense, speaking has a

considerable scope in our lives. In a day many people in this world

issue their opinions so that we can listen, conclude and take a stand on

what they say (Leo Jones 2007).

Speaking is a form of human behavior that utilizes physical,

psychological, neurological, semantic and linguistic factors that are

very intensive Tarigan (1981: 15). Furthermore, argues that speaking is

a person's ability to pronounce articulation sounds or words that aim to

express, express and convey the person's thoughts, ideas and feelings

Tarigan (1986: 3).

Thus, speaking is more than just saying sounds or words (Gary S.

Dell 1995). The listener’s movements or the expression of the speaker

that supports the subject, so that the listener (Ayano Sueyoshi and

Debra M. Hardison 2005) can understand what the speaker says, sees

speaking. An understanding of the listener about something discussed

is very necessary because it can lead to a reciprocal relationship

between the speaker and the listener (Janet Beavin Bavelas, Linda

Coates, and Trudy Johnson).

b. The Function of Speaking

Speaks is "a system of signs that can be heard and that appear by

the purpose that I convey by conveying to others" H.G. Tarigan (1981:

15). From this understanding, the meaning of speaking is implied as an

activity that has a verbal communication purpose and function

(Cynthia Breazeal 2005). In general, the main purpose of talking is to

communicate (Ryen William White 2019). Trading here presents

activities that are conveyed by expressing, thinking, feeling, and others

using spoken language (Lulu Healy 2016).

In addition to these objectives, several other goals are more

specific to the situation and the effect of the conversation. In this

context, Djago Tarigan (1994: 144) put forward several specific

objectives of speaking, namely "to entertain, inform, stimulate,

convince, and move". H.G. Tarigan (1981: 16) states another opinion

that is similar to that by stating several objectives of speech, namely

"to inform the report, entertain, persuade, urge, and convince".

Achieving the purpose of the speech is very dependent on the maturity

factor of the speaker (Holly Mikkelson 1999). The maturity of this talk

covers several aspects. In this connection, H.G. Tarigan (1981: 19) put

forward four aspects in question namely social skills, semantic skills,

phonetic skills, and vocal skills ".

Speaking is very vital and functional in life (Anne Burs 2012).

Every perfect human always interact using spoken language. In this

case, there is the interaction of the speaker and listener by using

spoken language (Sharon Oviatt 1997). For this reason, Nurgoiyantoro

(1988: 252) says, "spoken language is more functional in everyday

life". This speech functionality is characterized by the origin of

 research by communication and language experts. Rankin is as quoted

by HG. Tarigan (1987: 129) argues, "The percentage of time to

communicate by speaking is 30%, listening to 45%, 16% reading, and

9% writing". E. Bird's research also shows relatively similar results,

namely that "the percentage of speech is 25%, listening is 42%,

reading is 15%, and writing is 18% (Djago Tarigan, 1995: 6). Based on

the research data, it can be stated that in daily activities, each person

uses a quarter of his time in communication by using speaking

activities (Joan Morley 1991).

The speaking function involves the instrumental functions of

representation, personal, and interactional. Speaking has the role of

expressing ideas and formulating new ideas (Paul Warwick 2011).

Speaking functions as a form of personality manifestation or a symbol

of one's personality (Patrick Mullahy). Through speaking, a person can

increase the horizons of life knowledge and experiences.

c. Component of Speaking

As the saying goes, 'practice makes perfect'. Therefore, students

must practice speaking English as often as possible so they can speak

English fluently and accurately. Apart from that, to speak English, we

need to know some important components. Components are aspects of

what influences how well people speak English. According to Syakur

(1987: 5), speaking is an intricate skill because it is at least related to

grammar, vocabulary, pronunciation, fluency and other components.

1) Grammar

Required students to arrange correct sentences in conversation

(Sharon Feiman-Nemser and Michelle B. Parker 1997). Heaton

(1978: 5) that the ability of students to manipulate structures and to

distinguish appropriate in line with the explanation suggests this

form of grammar inappropriate ones. The use of grammar is also to

learn the correct way to gain expertise in language in oral and

written form (Sandra J. Savignon 2011).

2) Vocabulary

Vocabulary means the appropriate diction used in

communication (John J. Pikulski and Shane Templeton 1990).

Without having adequate vocabulary, a person cannot

communicate effectively or express their ideas both in oral and

written form. Having a limited vocabulary is also a barrier that

prevents students to learn languages (Desi Pitriana 2015).

Language teachers must, therefore, process sufficient knowledge

about how to manage interesting classes so that students can have

great success in their vocabulary learning. Devoid grammar very

little can be delivered, devoid vocabulary nothing can be delivered

(Young-Kyung Min 2013).

3) Pronunciation

Pronunciation is a way for students to produce clearer

language when they speak (Fachun Zhang 2009). It deals with

 phonological processes that refer to grammatical components

consisting of elements, principles that determine how sounds vary,

and patterns in a language (Jhon J. Ohala 1990). There are two

pronunciation features; phonemes and suprasegmental features

(Jiang Yajun 2002). A speaker who is everlastingly

mispronouncing divers phonemes can be very trouble for talkers

from other language clan to understand (Gerard, 2000: 11).

4) Fluency

Fluency can be defined as the ability to speak fluently and

accurately (Paul Nation 1989). Fluency of speech is the goal of

many language learners. Signs of fluency include a fast pace of

speech and few pauses and "ums" or "er" (Christiane Brand and

Sandra Götz 2011). A speaker does not need to waste time

expressing the message he wants to convey (Brown. 1997: 4).

d. Model of Speaking

In grammar, the speaking model is a socio-linguistic model (marked as

mnemoric) run by Dell Hymes. Hymes developed this model as part of

a new methodology called Ethnography of speech (Dr. Manas Ray

2011). This model is a tool to help identify and label interactional

linguistic components driven by his view that, to be able to speak the

language correctly, we need not only to learn vocabulary and grammar,

but also the context in which words are used. In essence, learning the
 components of the speaking model is very important for Linguistic

competence (Farzad Ehsani 1998).

To facilitate the application of its representatives, Hymes built

mnemonics, speaking (for settings and scenes, participants, goals,

sequence of actions, keys, instruments, norms, & genres) (Nancy H.

Hornberger 1995) in which he grouped sixteen components in eight

divisions.

This model has 16 aspects that are applied in a reading, i.e. form

of reading, message content, arrangement, place of occurrence,

speaker, addresser, listener, receiver of results, goals, channels, speech

form, interaction norms, interpretation norms, and genre. Language

anthropologists analyze speech programs using the speaking model as

part of ethnography (Richard Bauman 1975). This approach can be

used to understand the relationships and dynamics of power in a given

Speech community and provide insight into cultural values.

e. Supporting Factor of Speaking

Speaking or verbal communication activities are individual

activities to convey messages verbally to a group of people, also called

the audience or assembly. So that the purpose of the conversation or

message can reach the audience properly, several factors that can

support the effectiveness of speaking need to be considered. Speaking

activities also require things beyond language skills and science (Anna

UHL 1987). When speaking, a) language acquisition, b) language, c)

 courage and calm, d) the ability to convey ideas smoothly and

regularly.

Supporting factors in speaking activities as follows. Linguistic

factors include a) Accuracy of speech; b) Placement of appropriate

tone pressure, joints or duration; c) Choice of words; Accuracy in the

use of sentences and grammar; d) The accuracy of the target

conversation. While non-linguistic factors, including; e) A reasonable

attitude, calm and not rigid; f) Logging should be directed at the other

person; g) Willingness to respect others; h) proper gestures and

expressions; i) Loudness; j) Smoothness; k) Relevance, reasoning; l)

Mastery of topics.

Based on the description above, it can be concluded that the

factors that influence speech activities are linguistic and non-linguistic

sequencing factors.

2. Concept of Interest

a. Definition of Interest

If the object matches the target and the relationship with the desires

and needs of a person concerned then one's interest will be more

clearly seen (Sardiman, 1990: 76). According to (Tampubolon, 1991:

41) said that interest is a combination of desires and wishes that can

develop if there is motivation. Meanwhile, according to (Djali, 2008:

121), the acceptance of the relationship between something from

outside and oneself is called interest Very big interest influences

achievement in an occupation, position or career. It is not possible for

people who are not interested in a job to get the job done. Feeling

happy and unhappy in dealing with an object or problem is called

interest (Mohamad Surya, 2003: 100).

Interest is related to the feeling of joy or pleasure of someone

towards an object. This is as stated by (Slameto, 2003: 180) which

states that interest is a sense of preference and racism to something or

activity, without being ordered. Interest is the acceptance of a

relationship between one and something outside of oneself. The greater

an interest, the stronger and closer the relationship. According to

(Kartini Kartono, 1996: 12) interest is a moment and tendency that is

intensively directed towards an object that is considered important.

According to Ana Laila Soufia and (Zuchdi, 2004: 116), someone pays

attention to other people, activities or other objects caused by the

driving force is interest While (Slameto, 2003: 57), expressed that

interest stems from a constant tendency used to pay attention and

remember some activities. Slameto further argues that an interest can

be expressed through a statement that shows that students prefer one

thing to another; it can also be manifested through participation in an

activity. Students will give subjects more attention if students are

interested in the subject.

 A person's interest in an object will be more visible if the object

matches the target and relates to the desires and needs of the person

concerned (Sudirman, 2003: 76). From some of the opinions of the

experts above it can be concluded that Interest is a tendency towards

someone who is marked by a sense of pleasure or interest in a

particular object accompanied by a concentration of attention on the

object and the desire to engage in certain object activities, resulting in

someone having the desire to be involved directly in a particular object

or activity, because it is felt meaningful to him and there are

expectations intended. In other hand, from the opinions of the experts

above, the researchers concluded that the emergence of one's interest

was caused by several important factors, namely internal and external

factors. The internal factors themselves of attention, interest, and

activities, while external factors consist of family, school, and

environment (Denny & Steiner, 2009)

b. Types of Interest

1) According to (Woolfolk, 2004: 363-364) interest is divided into

two:

a) Personal

Interest arises from within a person without any outside

influence (Robins, 2013). Individual interest is a hidden aspect

of a person.
 b) Situational

It is an interest that arises from a person because of

external influences, in the form of social activities. The

environment is more determining interest, for example,

students are interested in English material because many

friends around who like and learn (Bowler et al., 2010). So that

besides growing interest from the hidden aspects of the self,

interest can also grow through the influence of the

environment, especially peer communication on students at

school. Interactions that directly or indirectly will affect one's

perception of something, especially in interest and decision-

making (De Wit et al., 2013).

2) (Djaali, 2007: 122) identified several types of interests, namely:

a) Realistic

A type of interest in practical and physical activities. It

involves muscle coordination but lacks the use of verbal

communication media and communication skills. Tends to

work as a repairperson, has a direct, stable, normal, strong

character, likes concrete problems rather than abstract,

aggressive, limited creativity in the arts and science, but likes

to make things with the help of tools. Examples are students

who are interested in the work of a mechanic, engineer,

electrician, and fields in vocational training.

b) Investigative

It is a type of interest that is investigative towards

something especially scientific oriented. Students who have an

interest tend to like thinking about something rather than

implementing it (Facione, 2011). They like activities that are

analysts, are always curious and do not like repetitive work.

c) Artistic

Artistic students like things that are less structured but

positive, free to express and react, creative in arts and culture.

Therefore, students are more interested in the things that give

rise to ideas and performance.

d) Social

Students who are interested in this field tend to have

sociability, responsibility, group work, have good verbal skills

and problem solving. Prefer informative and teaching activities.

e) Enterprising

This type of interest tends to like things that have

persuasive value. Ability to lead, verbal in trading, confident

and very active. Students who like these interests will react to

influence or lead such as class leaders, resellers, and student

council leaders.
 f) Conventional

Types of conventional interests like an orderly

environment, good verbal communication, like mathematical

activities, very effective in completing structured, practical,

calm, orderly and efficient tasks. Students who have these

interests tend to minimize errors and regulate good learning.

3) According to (Lefrancois, 2000: 418), it is divided into two types

in outline, namely:

a) Intrinsic Interest

Interest comes from within the individual and is

fundamental to do the drive in behavior with activities that are

of interest, are free and have a tendency to like without

coercion or any intervention

b) Extrinsic interest

Interests are built on the principle of reward and

punishment so that an individual's encouragement to attract his

interests by prioritizing goals in the form of rewards or making

individuals tend to be interested through intervention pressure

in the form of punishment. Although they tend to be

mechanistic in practice and pay less attention to humanitarian

principles, in general extrinsic interest is used to help reinforce

the drive for intrinsic interest

c. The Importance of Interest

(Elizabeth B. Hurlock 1993: 214) says that in all people, interest

plays an important role in one's life and has a great impact on behavior

and attitudes, especially during childhood. Because the personal type

of child is largely determined by the interests that develop during

childhood. Besides that, the learning experiences of children are also

very influential in the development of children's interests (Renninger et

al., 2014).

Interest has a great influence on the process and achievement of

learning outcomes. If the subject matter being studied is not in

accordance with the interests of students, then students will not be

interested in learning as well as possible. There is no attraction for

students resulting in a reluctance to learn. The reluctance to learn

results in no satisfaction from the lesson. On the contrary, lessons that

attract students are easier to plan because interest increases learning

activities.

If there are students who are not interested in learning, it can be

endeavored to have a greater interest by explaining things that are

interesting and useful for life and things related to the ideals related to

the learning material.

d. The Characteristic of Interest

(Elizabeth B. Hurlock, 1993: 117) says that the characteristics of

interest are:
1) Interest grows along with physical and mental development

Interest in all fields changes during physical and mental

changes. When growth is delayed and maturity is achieved, interest

becomes more stable. Children who develop faster or slower than

their peers do. Those who are slow to mature, because as stated

before, face social problems because of their interest in children's

interests, while their peers' interest in adolescents.

2) Interest depends on the readiness of learning

Children cannot have an interest before they are physically and

mentally. For example, they cannot have a genuine interest in ball

play until they have the muscle strength and coordination needed

for the ball game.

3) Interest depends on learning opportunities

The opportunity to learn depends on the environment and

interests, both children and adults, who are part of the children's

environment. Because the environment of small children is mostly

limited to the home. Their interests "grow from home". As social

scope expands, they become interested in the interests of people

outside the home they are beginning to get to know.

4) Development of interest may be limited

Physical and mental disabilities and limited social experiences

limit children's interests. Children with physical disabilities, for

 example, may not have the same interest in sports as their friends

whose physical development is normal.

5) Interest is influenced by cultural influences

Children have the opportunity from parents, teachers, and

other adults to learn about what their cultural groups consider

appropriate interests and they are not given the opportunity to

pursue interests that are considered not appropriate for them by

their cultural groups.

6) Interest in emotional weight

Emotional weight and affective aspects of interest find

strength. Unpleasant emotional weights weaken interest, and

pleasant emotional weights strengthen them.

7) Interest is egocentric

Throughout childhood, interests were egocentric. For example,

boys' interest in mathematics, often based on belief, intelligence in

mathematics in schools will be an important step towards a

profitable position in the business world.

e. The Factor that Affect of Interest

Interest that arises in a person is influenced by many factors, both

factors originating from within the individual itself (intrinsic factors)

and factors originating from outside the individual itself (extrinsic

factors). According to (Sri Rumini, 1998: 121) explains that interest is

influenced by factors of work, social economics, talent, age, gender,

experience, personality and environment.

There are two factors that affect one's interest, namely: "Factors

from within (intrinsic), namely the nature of nature, and factors from

outside (extrinsic), including family, school and surrounding

communities. Interest that occurs within an individual is influenced by

two decisive factors, namely the desire factor from within and the

desire factor from outside. Interest from within consists of being

interested or feeling happy about an activity, attention to an activity

and the presence of an activity or action due to pleasure or attention "

(Siti Rahayu Haditomo 1998: 189). Thus, it can be concluded that in

general interest is influenced by two factors, namely factors originating

from within the individual itself (intrinsic factor) and factors

originating from outside the individual (extrinsic factor).

Intrinsic factors consist of interest, attention and activity. The

three intrinsic factors of interest are explained as follows:

1) Feeling Interested

Attraction is a process experienced by every individual but

difficult to explain (Suardiman, 1984: 36). (Dzakir, 1992: 216)

conveyed, being interested is like or happy, but not doing

activities. While, (Winkell, W. S, 1983: 30) defines a sense of

interest as a positive assessment of an object. Based on these three

opinions, it is concluded that attraction is a sense that each

 individual has in expressions of like, happy and sympathetic to

something before carrying out activities, as a positive assessment

or an object.

2) Attention

Attention is defined by Sumadi (Suryabrata, Sumadi 1993: 14)

as the frequency and quantity of consciousness that accompanies

one's activities, while (Dakir, 1993: 144) defines interest as the

activeness of increasing awareness of all souls that are mobilized in

their concentration on something, and (Bimo Walgito, 2002: 98)

defines attention as concentration. On the other hand, concentration

of all individual activities aimed at an object. Based on these three

definitions, it is concluded that attention is the concentration of a

particular soul or soul force on an object, or the frequency and

quantity of consciousness increasing the awareness of the whole

soul.

3) Activity

After the students are interested and pay attention to an object

or activity, the students join in the activity. In this study, student

activity took the form of student activity in participating in mini

volleyball extracurricular activities.

Extrinsic factors consist of the influence of the family, school,

and environment. The family environment that gives influence

such as socioeconomic conditions, as well as the way parents

 educate children are some examples of family factors that can

affect students. . The community factors include friends hanging

out and student activities in the community.

3. Concept of Feedback in Learning

a. Definition of Feedback

Feedback is one part of the assessment that is more concerned

with providing information about the ability of students to solve

problems in physics. (Ur, 1996: 242) said that in the context of

teaching, feedback is information for lessons about learning

performance and improves their learning performance. Therefore, in

giving this feedback the teacher must give his opinion objectively by

the request of the problem. (Roger, 2011: 143) also said that feedback

is not just about weaknesses. Student will respond if teachers are

encouraging as well as possible mistakes, emerging capabilities, and

give ideas for directing further learning.

Feedback is all the information regarding both output and

transformation While (Arikunto, 2008: 5). This feedback is necessary

to improve input and transformation (Jean-Paul Calvet, 1988). Input is

interpreted here as students who are just entering learning. Output is

students after going through the learning process, while transformation

is the processor itself or in this case the learning.

 Feedback in learning activities is an event that gives certainty to

students that learning activities have or have not reached the goal.

According to (Suke, 1991: 148), that feedback is the provision of

information obtained from tests or other measuring instruments to

students to improve the achievement of learning outcomes.

From the opinions stated above, it can be concluded that feedback

is a technique or method of returning students 'work or results that are

expected to motivate students towards improvement and improvement

of students' learning achievement. Feedback will be useful if the

teacher and students review the answers to the test questions, both

those that are answered correctly or those that are answered incorrectly

and students are allowed to correct the wrong answers.

b. Types of Feedback in Learning

In general, feedback is divided into two types, namely intrinsic

feedback related to the assessment of him, about the attitudes,

activities and or behavior that have been carried out, and about the

abilities that have been demonstrated. While extrinsic feedback is

feedback originating from outside himself. As according to (Suherman

1998, pp. 14-16) stated several types of feedback, including:

1) General and specific feedback

General feedback, for example, is related to general

movements, level of behavior of students, or clothing used. The

teacher encourages students to keep learning and trying to use

 general feedback. Usually, this type of feedback is expressed in

words, such as good, great, awesome. The expressions with these

words are still general in nature so that they do not reflect specific

information to improve students' abilities and skills.

Specific feedback specifically contains information that causes

students to know what needs to be done and know how students

should do their homework correctly and how to practice. This

feedback is given when a student realizes that he made a mistake

but does not or does not know how to correct it (Jack Ende, 1983).

2) Congruent and incongruent feedback

Congruent feedback is feedback focused on learning activities

that are being studied by students (Peter Warner, 1989). For

example, when students are learning certain concepts. While those

related to technical or procedures are called incongruent feedback.

3) Simple feedback

Simple feedback is the feedback that only focuses on one skill

component at a time (Randy Bennett, 2009). Simple feedback

usually contains one or two keywords that describe improvement

activities and are repeated as feedback during the learning process.

4) Positive, neutral, and negative feedback

Positive feedback is feedback expressed with good words, fun,

smart, interesting, and great (J. N. Hudson 2006). Neutral feedback

is the feedback that does not specifically refer to students who

 make a mistake doing a mobile task, but neutrally reminds all

students who are doing a mobile assignment (Bojana Lobe, 2012).

Negative feedback is rarely recommended since worrying will

damage student confidence (Park, L. E 2008). Negative feedback is

done by (1) implicit (indirect), for example, do not just write! (2)

given to students who do not understand after giving feedback

several times, and (3) given to students who do not pay attention to

the teacher's explanation.

The provision of feedback must be tailored to the needs of

students (Michelene T. H. Chi, 2004). Student needs are related to the

level of psychosocial development of students. In the development of

students in adolescence who sometimes have the desire to be overrated

or even want to be given the widest possible freedom, the teacher must

be careful to give feedback for improvement or correction of mistakes

made by students. The lack of seriousness of the type of feedback

given will affect feelings of discomfort, pessimism, lack of motivation,

or lack of self-esteem because it always gets a reprimand from the

teacher. For this reason, the characteristics of students must receive

important attention when the teacher will provide feedback.

c. Function of Feedback

Feedback has three main functions, namely informational,

motivational, and communicational.

1) Informational Function

Tests as a tool for assessing student achievement/results are

examined according to certain criteria that have been set in

advance. The test results, thereby providing information about how

far students have mastered the material received in the

process/teaching and learning activities. Based on this information

feedback can be sought in the form of enrichment or improvement.

The information provided in feedback is divided into five

levels, namely:

a) There is no feedback

b) Feedback in the form of information about wrong or correct

answers given by students

c) Feedback in the form of information about incorrect answers

plus showing correct answers (knowledge of the correct

response)

d) Knowledge of the correct response + explanation; and

e) Knowledge of the correct response + additional teaching.

2) Motivational Function

Motivation can be interpreted as encouragement that allows

students to act or do something. Encouragement is only possible in

students when students feel the need (need). Students who feel the

need to move by themselves to meet their needs.

 By providing feedback, the test can simultaneously function as

a motivator for students to learn. Nevertheless, sometimes the

teacher uses an impromptu test as an excuse to motivate students in

learning. Hoping that students are motivated in learning and always

ready to accept tests as a criterion for success in learning,

impromptu tests are considered inappropriate. This will only cause

anxiety in students when working on test questions, and the results

of student performance are less than optimal.

d. Purpose of Feedback

The teacher should be able to know the extent to which students

understand the material that has been taught, so the teacher can

determine whether to continue the next material or the need for

repetition. If there is still a lot of material that is not understood by

students, the teacher should repeat the material. Often students do not

know how far they understand the teaching material that has been

delivered. Therefore, teachers need to hold feedback.

Feedback is not the same as assessment. Feedback is only intended

to find information to which students understand the material that has

been discussed. Besides, students are also allowed to check to what

extent they understand the material, so they can complete incomplete

notions.

The contents of subsequent learning are determined by each

teaching feedback. Therefore, feedback is not only necessary for

 teachers but also necessary for students. Question and answer allows

the teacher to check students' understanding of the lesson, and it is

important to know how far students catch the topic being taught. Direct

feedback is an advantage of teaching the whole class interactively

compared to individual methods, where student-understanding

feedback is slower to be accepted by the teacher.

e. Techniques for Getting Feedback

To get feedback from students it takes several techniques that are

appropriate and appropriate with each student as an individual

creature. The following will describe some techniques for getting

feedback from students.

1) Fishing Apperception Students

Apperception is an interpretation of thoughts, which is to unite

and assimilate something that has been observed and experience.

Apperception as one of the psychological phenomena experienced

by individuals when there is a new impression that enters the

consciousness and socializes with old impressions that have been

possessed along with processing so that it becomes a broad

impression, the old impression is called in apperception.

Children's experiences regarding the learning materials that

have been given are apperception materials owned by children. The

first time a child receives lesson material from a teacher at a

meeting is the child's first experience of receiving something new,

 and it still belongs to the child. Thus, the teacher's effort to connect

the knowledge that students already have with the relevant

knowledge that will be provided is a technique for getting feedback

from students in teaching.

2) Utilizing Acceptable Aid Techniques.

Tools can be divided into 2 types, namely tools and teaching

aids, what is meant by tools are commands, prohibitions and so on.

While teaching aids are in the form of the globe, chalk, drawings,

diagrams, and so on.

The subject matter is the content delivered by the teacher in

the teaching and learning process. Complicated and complex study

material is quite difficult to describe through words and sentences.

The child's absorption of sentences is relatively small because

students can only use their sense of hearing (audio), not their vision

(visual). Besides, also because the mastery of children's language is

relatively not much.

The flow of realism strongly supports the use of assistive

devices in teaching. According to them, perfect learning can only

be achieved if using tools that are close to realization. Even so, do

not let the presence of tools that attract students more than the

lessons to be given. The purpose of learning for students is to know

how the teacher makes it, but rather how students can master the

lesson completely.
3) Choosing Accurate Motivation

Motivation is a very important aspect of learning students.

Without motivation, students cannot have the will to learn.

Therefore, arousing motivation is one of the roles and tasks of the

teacher in each learning process.

There are several forms of motivation that teachers can use to

maintain students' interest in the subject matter provided. The

forms of motivation referred to are:

a) Give a number

The number referred to is as a symbol or value of the

results of children's learning activities. Good numbers or grades

motivate students to learn.

b) Gifts

A gift is something that is given to someone else as an

award or memento/souvenir. The efficacy of gifts as a tool to

get feedback from students will be felt if the right use

c) Praise

Praise is a positive motivational tool. Everyone likes to be

praised. Praise must be truly by the work of students.

d) Body Movement

Movement of the body in the form of a bright mimic, with

a smile, nod, thumbs up, applause, greeting, raising shoulders,

 shaking his head, raising his hand and others are several

physical movements that can provide feedback from students.

e) Giving Assignment

The assignment is a job that involves implementation to be

equipped. Students who realize that they will get an assignment

from the teacher after they receive the lesson material will pay

attention to the delivery of the lesson material.

f) Give a repeat test

Deuteronomy is one of the important strategies in the

lesson. Usually, students will be keen to learn (both at school

or home) when they know it will be repeated.

g) Knowing Results

Want to know is a trait that is inherent in every person. By

knowing the results of what has been done by students, can

encourage students to actively study.

h) Punishment

The punishment intended here is educational. Errors of

students because of violating discipline can be given a penalty

in the form of sanctions sweeping the floor, noting the missing

learning material, or anything educational.

4) Using Variable Methods

The method is a way used to achieve the goals set. In teaching

teachers should use a variety of methods so that learning is not

boring but attract the attention of students, the use of a variety of

methods should also be adapted to the situation by the

psychological conditions of students, therefore teachers are

required to have competence in the selection of appropriate

methods in teaching. The factors that influence the use of methods

in teaching are as follows:

a) Objectives with various types and functions

b) Students with various levels of maturity

c) Various situations

d) Facilities that vary in quality and quantity

e) Personal teacher and different abilities and professions.

The use of lecture methods, which is then interspersed with

questions and answers as needed to find out the level of

understanding of students towards what has just been explained, is

a way that can be used to get feedback from students. After the

questions and answers are sufficient, the teacher can continue with

individual assignments or group discussions. The use of various

methods can help teachers in getting feedback from students

(David J. Nicol, 2006).

I. Conceptual Framework

The conceptual framework of the research consist of three-part, they are

input, process, and output. The focus of this research showed the following

diagram:

1. Input

Speaking, especially foreign languages are an indispensable activity

for all students. They are expected to understand other people using

foreign languages. Students need to find the right words and proper

grammar to convey meaning precisely and accurately. It is also important

to organize the discourse so that the interlocutor understands what the

speaker says ((Cameron, 2014: 41) in Filza Amanila 2019). According to

(Linse and Nunan, (2005: 47) in Filza Amanila 2019) in study language

development, speaking is one of the important aspects of speaking such as

grammar, vocabulary, pronunciation, and fluency.

Therefore, the researcher tries to solve the problem in class VIII

students at SMPN 3 Parepare who have weaknesses in speaking ability by

using Self-feedback correction. Feedback is the behavior of the teacher to

help each student who has difficulty learning individually by responding to

the work of students so that they are better at the material delivered by the

teacher. The feedback made by the teacher, among others, explains the

mistakes made by students in completing the given task, both directly and

indirectly. Feedback is a correction of answers to students' responses in

working on tests or exercises. Feedback is a process with the result or

 result of a response to control it. From some of these opinions, it can be

concluded that feedback is information relating to the abilities of students

and teachers to further enhance the abilities possessed by both. The

information in question is related to what has been done, how the results

are, and what needs to be done to improve it. The study results (Bellon,

Bellon, and Blank) show that compared to a variety of other teaching

behaviors, academic feedback is more correlated with student learning

achievement. Regardless of class, socioeconomic status, race, or school

situation, this correlation tends to be consistent. When feedback and

corrective procedures are used correctly, it turns out that most students can

improve their learning achievement to above 20%. Additionally, feedback

is a process in the classroom that has been of particular interest for

researchers in learning practices since the 1970s to the present.

Consistently, researchers have found evidence that when teachers can use

effective feedback procedures it can improve student-learning

achievement.

2. Process

        The researcher introduces speaking material about descriptive text to

students and the topic of the material is a description of animals. The

material will be arranged in two classes with different treatments. In

experimental classes, the material to be taught uses self-feedback

correction. In class control, the material taught uses the lecture method. In

self-feedback correction, students will be designed to do activities with

 their classmates and then they will understand the material. Next, they will

reveal what the story means from the descriptive text material. They will

conduct a question and answer with my classmates and researchers

alternately, and therefore each question will get a response and feedback

from both parties. While in classroom control, students will be taught

using the lecture method. The material will be explained in its entirety and

subsequently understood by students and provide their arguments about

the material.

3. Output

After giving treatment to the experimental class, the researcher then

tests the speaking ability of the experimental and class control. The

researcher hopes that the speaking ability of students in the experiment

class will increase.

 Figure: 1

INPUT

The Students’ speaking abilities low

Experimental Control

Teaching and Teaching and

Learning Process Learning Process
through Self – PROCESS through the Lecture
feedback Correction Method

OUTPUT

The Students’ speaking abilities achievement

Student’s Interest

J. Hypothesis Research

This research formulate have two hypotheses as follow:

1. Ho (Null Hypothesis): The students’ speaking ability of SMPN 3 Parepare

who taught by self – feedback correction is not better than those who are

thought by the lecture method

2. H1 (Alternative Hypothesis): The students’ speaking ability of SMPN 3

Parepare who taught by self – feedback correction is better than who is

thought by the lecture method

K. Research Design

In this research design, the researcher applied a quasi-experimental design

with two classes as a sample, namely experimental class, and control class.

The research formulate will be present as follows:

E: O1 X1 O2

C: O1 X2 O2

Where:

E: Experimental class

C: Control class

01: Pre-test

02: Post-test

X1: Treatment experimental class

X2: Treatment control class

(Gay, 2006)

L. Research Variable and their Operational Definition

1. Research Variable

There are two variable in this research, namely the independent

variable and the dependent variable:

a) Independent variable is the application of Self-feedback correction

b) The dependent variable is students' speaking ability

 2. Operational Definition of Research Variable

The variable in this research described in the following operational

definition

a) Students’ speaking achievement; is speaking ability of eighth-grade

students after they were thought by self – feedback correction

b) The application self – feedback correction; is a teaching self –

feedback correction which is used by the teacher to teach speaking

ability at SMPN 3 Parepare

M. Population and Sample

1. Population

The population of this research is in the eighth-grade student of

SMPN 3 Parepare, there are two classes use as the sample in the eighth

grade. Each class consists of 30 students. The total numbers of eighth-

grade student are 240 students.

2. Sample

The sample of the research was of the eighth-grade students of SMPN

3 Parepare 2019/2020 academic year taken from the population. The

sample will be taken by using cluster random sampling with two classes as

the sample. Class VIII3 as the experimental class and VIII6 as the control

class
N. Instrument

The instrument will be used to measure speaking ability in SMPN 3

Parepare is a speaking test, in this study, there are two tests namely the pre-

test and post-test. The pre-test to determine the ability of students before being

given treatment and the post-test used to determine how the student’s speaking

ability progresses after being given treatment. The number of items for pre-

test and post-test is same. They are ten speaking questions.

O. The Procedure of Collecting Data

The data collected in this research as follows:

1. Pre-test

The researcher will give pre-test to the students before giving

treatment to define the speaking ability of the student. The time allocation

of the pre-test is 2 X 40 minutes and will monitor by the researcher.

2. Post-test

After giving the treatment, the researcher will give the post-test

measure the students' speaking ability before and after applying the self-

feedback correction in learning speaking. The allocation time of the post-

test is 2 X 40 minutes and monitor by the researcher.

3. Questionnaire

Questionnaire was delivered after conducting the posttest. It is

distributed to the experimental class to get the information about the

students’ interest in the use of gallery walk technique in addressing the

 students’ reticence to speak. The questionnaire consists of 20 items. All of

them were positive item

P. Treatment

The researcher will be applied to different treatments from the

experimental and control class. The researcher applied Self – feedback

correction to the experimental class at each meeting and lecture method to the

control class.

1. Experimental Class

In the experimental class, the researcher will teach four meetings. At

each meeting, the researcher will apply Self – feedback correction, the

procedure described as follow:

a. The researcher will greet the student in the class.

b. The researcher checks the attendance list.

c. The researcher motivates all students before teaching.

d. The researcher conveys the lesson objectives.

e. The researcher explains the material.

f. The researcher will divide students into several groups. Every group

consists of two members.

g. The researcher provides about narrative text at each meeting

h. The researcher will ask and answer with the student or student to

student by self –feedback correction

i. The researcher assigns speaking assignments to student

 j. The researcher will see the speaking every group

k. The researcher asks the student to reconcile the material that has been

taught

l. The researcher close the class

2. Control Class

In the control class, the researcher will teach four meetings. At each

meeting, the researcher applies the lecture method, the procedure

described as follow:

a. The researcher will greet the student in the class.

b. The researcher checks the attendance list.

c. The researcher motivates all students before teaching.

d. The researcher conveys the lesson objectives.

e. The researcher explains the material.

f. The researcher provides about narrative text at each meeting

g. Give the student opportunity to ask questions

h. The researcher will see the speaking every student

i. The researcher asks the student to reconcile the material that has been

taught

j. The researcher close the class

Q. Technique of Data Analysis

In this research, the researcher will collect the data of the students

speaking ability after giving pre-test and post-test through quantitative

analysis. The data will be analyzed by employing the following procedures:

1. To score the students speaking skill, the researcher used the formula as

follows:

Table: 1

Scale Descriptors
0 The speaker is not able to use the rule of (vocabulary
competence, syntactic competence, pronunciation,
discourse competence, strategic competence) on his or her
utterances at all.

1 The speaker is able to perform (vocabulary competence,

syntactic competence, pronunciation, discourse
competence, strategic competence)but

The speaker still makes many (approximately

57% to 75 %) ungrammatical production The
speaker Only produced the related vocabulary
(approximately 25% to 49%)

The speaker still makes mispronunciation approximately 66-

86 %
Speaker disconnected discourse (approximately 67 to
83.3% disconnected meaning)hesitation in utterance

2 The speaker is able to perform (vocabulary competence,

syntactic competence, pronunciation, discourse
competence, strategic competence) even he or she still
makes some ungrammatical production/ unrelated
vocabulary/mispronunciation/ disconnected discourse/
hesitation in utterance

Even, he or she still makes some lacks of formality

(approximately 50 % to 60%
The speaker only produced 38% to 50% words still
 employ a number of times to recall the words. Still
makes some mispronunciation (approximately 50% to
62%)
The speaker still produces some unconnected utterances
(approximately 50% to 66%)
The speaker still has some problems to communicate his/her
meaning (approximately 50%).

3 This level describes that the speaker is able to perform

(vocabulary competence, syntactic competence,
pronunciation, discourse competence, strategic
competence)in (he or she still makes few ungrammatical
production/unrelated vocabulary/mispronunciation/
disconnected discourse/hesitation in utterance

The speaker still makes few lacks of formality

(approximately 10-30%)
The speaker is able to produce approximately 67-90% the
related words but still employ few times to recall the words.
The speaker still makes few mispronunciations
(approximately 10-33%)
The speaker still making few unconnected
meaning in communication (approximately 33%)
The speaker still has problem to communicate his/
her meaning (approximately 16.7%)

4 This level describes that the speaker is able to perform

(vocabulary competence; syntactic competence,
pronunciation, discourse competence, strategic
competence) no mistake.

Seems there is no mistake in grammar

Very fluent & seems there is no difficulty to produce words.
Utter the words, phrases, sentences close to native ‘
pronunciation
The speaker is fluently uttered the language which seems
there is no problem in communication.

(Latifa 2015)
2. Some formula in this research used to process the data as follows:

Score = students’ achievement x 100%

Total competence

(Dirjen Pendidikan Dasar dan Menengah, 2016)

3. Classifying the percentage of the student's score

Table: 2 Student classification score

Qualificatio Result Of Inversion

Predicate Score
n
86- 4.00
Very Good A
100
Good B 71-85 3.00

Fair C 56-70 2.00

Poor D < 55 1.00

( Permendikbud, 2015)

4. The formula of the score percentage was presented as follows :

F
P= x 100 %
N

In which

P: Percentage

F: Frequency
 N: Total number of sample

(Nasir, 1988)

5. Finding out the mean score will use the following formula

x́ =
∑x
N

Where:

x́: Mean score

∑ x: Total of row score

N: Number of students

(Gay, 2006)

6. The formula of standard deviation is presented as follows:

2
SS X 2−( ∑ X )
In which S= ∑
SD=
√N N

SD: Standard Deviation

SS: The Sum Square

N: Student of Total Number

(Gay, et.al., 2006)

7. Finding the differences of mean score between the pre-test and the post-

test by calculating the value of the t-test, the formula as follows:

x́ 1−x́ 2
t=
SS 1+ SS 2
√( n1 +n2−2 )( 1 1
+
n1 n2 )
 2 ( ∑ ( X 1 )2 )
SS1=∑ X 1 −
n1

2 ( ∑ ( X 2 )2 )
SS2=∑ X 2 −
n2

Where:

t: Test of significance

X́ 1 : Mean score of the experimental class

X́ 2 : Mean score of the control class

SS1: The sum of squares of an experimental class

SS2: The sum of the square of the control class

n1: Total number of the subject of experimental class

n2 : The total number of the subject of the control class

∑ X 1: The sum of all squares of an experimental class

∑ X 2: The sum of all squares of the control class
1
( ∑ X 1 ) : The sum of scores of experimental class
2
( ∑ X 2 ) : The sum of scores of the control class

(Gay, 2006)

8. Criteria for Testing Hypothesis

To test the hypothesis, the researcher will use a t-test with α = 0.05

level of significance for an independent sample, the formula degrees of

freedom were df = N1+N2-2.

The formula of the statistical hypothesis in this research was two-tailed as

follow:

Ho: µ1¿µ2

H1: µ1 ≠ µ2

(Sugiyono, 2010)

Where:
H0: the null hypothesis
H1: the alternative hypothesis
µ1: the mean score of the students' speaking ability who are taught by
using self - feedback correction
µ2: the mean score of the students' speaking ability who are taught by
using the lecture method