CHAPTER III

RESULT AND DISCUSSION

This chapter discusses about the finding of the conducted research and

interpretation of the data to answer the research problem stated in the first chapter.

This chapter contains the result of the collecting data through observations which are

taken from teaching and learning process, interview the English teacher and students.

The data collection techniques of this research are observation and interview.

Observations in this research were carried out three times. The first observation was

done on 15th of October 2018, the second observation was done on 22th of October

2018 and the last observation was done on 29th of October 2018.

A. Data Analysis

1. The results of observation

a. The result of first observation

In the first observation, the researcher found that feedback technique

often used by the teacher was corrective feedback. For the clearer explanation,

it will be presented in the charts below:

Frequency of feedback

12

8 Corrective

0
Corrective Evaluative Strategic

Figure 1.1 Frequency of feedback in first observation

33
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Percentage of use

14%
Corrective
Evaluative
29% 57% Strategic

Figure 1.2 Percentage of use of feedback in first observation

In the first observation, the researcher found that corrective, evaluative

and strategic feedback was used to respond difficulties and students’ mistakes.

But corrective feedback was often used by the teacher than evaluative and

strategic feedback. Based on the charts above, corrective feedback was used 12

times or about 57%. Evaluative feedback was used 6 times or about 29%. And

strategic feedback was used 3 times or about 14%.

Corrective feedback was used by the teacher to responding students’

mistakes in answer questions related the text. The teacher gave correction and

explanation about wrong students’ answer. It was also used when students were

wrong in reading a text such as when there was one of student who was wrong

in pronounce the word "Enchanted", the teacher corrected immediately by say

the word with correct pronunciation.

Evaluative feedback was given by the teacher when the student has

finished read. The teacher gave an appreciation or some criticism. Every

student finished reading, the teacher gave evaluative feedback such as "Okay,

Good" for students who read fairly well. The teacher also gave evaluative

feedback such as "Good enough but still needs a lot of reading practice
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Okay?". In this observation, the teacher gave evaluative feedback that seemed

mediocre.

Strategic feedback was also used by the teacher but very rarely even

used only several times. This feedback was used when there were students who

asked questions or difficulties in answering questions relate to a text. The

teacher gave clue or explanation about object of the question such as when the

teacher found the student who have difficulty in answering the question "The

story doesn't reveal how the prince was turned into a fish. What do you

think might have happened?". The teacher gave clue or explanation.

"The point of this question, according to you why the prince can be
affected a curse? Usually the person affected a curse because have done
something. Right? So, what did the prince so as he turned into a fish?. Try
to read sentence or paragraph before event of the prince turned into a
fish".
b. The result of second observation

In the second observation, the researcher found different result with

the first observation about feedback technique often used. In the second

observation, the researcher found that evaluative and corrective feedback is

used by the teacher and evaluative feedback has a little higher frequency than

corrective feedback. For more details, it will be presented in the charts below:

Frequency of feedback
14
12
10
8 Corrective
6
4
2
0
Corrective Evaluative Strategic

Figure 1.3 Frequency of feedback in first observation

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Percentage of use

8% Corrective
Evaluative
42% Strategic

50%

Figure 1.4 Percentage of use of feedback in first observation

In the second observation, the researcher looked a good interaction

between the teacher and students. Students seemed enjoy the teaching and

learning process in the class. Moreover, the students looked enthusiastic and not

feeling depressed in the class. Based on the observation, they are enthusiastic

because the teacher succeeds in managing the class with enjoyable situation

which makes the students fun while in the class.

Based on the charts above, corrective feedback was used 10 times or

about 42%. Evaluative feedback was used 12 times or about 50%. And strategic

feedback was used 2 times or about 8%. In this second observation, the

researcher found that giving evaluative feedback is actually useful to increase

students’ motivation and build students’ confidence in reading learning. The

teacher giving evaluative feedback every student has finished reading. The

teacher used words which encourage and make them to feel fun such as “Ok,

nice. The way you read like a Hollywood artist's accent or are you maybe a

descendant of a Hollywood artist?”.

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Evaluative feedback also given when there is a student who wrong in

answering questions related to the text. The teacher gives humorous criticism so

students don't feel depressed and disappointed like "Your answer is less lucky,

please try again later". Students laughed and looked happy. It was proved

when the teacher appoints one of students to read, the student looked enjoy and

does not feel doubt. This is very different from the first observation where

students seemed afraid, depressed, and doubt to read.

c. The result of third observation

In the last observation, the researcher found similarity result with the

result of the second observation. Evaluative feedback is often used by the

teacher. For the clearer explanation, it will be presented in the charts below:

Frequency of feedback
12
10
8
Corrective
6
4
2
0
Corrective Evaluative Strategic
Figure 1.5 Frequency of feedback in first observation

Percentage of use
Corrective
5%
Evaluative
42% Strategic
53%

Figure 1.6 Frequency of feedback in first observation

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The chart above shows that evaluative feedback was often used by the

teacher. The teacher used evaluative feedback for 10 times or about 53%.

Corrective feedback is used quite often, the teacher uses it for 8 times or about

42%. And strategic feedback was only used once in this meeting or about 6%.

Based on the observation, the researcher found that almost all of

students got positive evaluative feedback. They seemed so happy and they were

very enthusiastic to follow the teaching and learning process.

2. The results of interview

The researcher analyzed the result of students and teacher's interview

about difficulties in reading learning process and what feedback technique is

used by the teacher to respond it. The results are as follows:

First, to know difficulties of students in reading learning process, the

researcher asked some question about that. The result shows that difficulties of

students in reading learning process are students difficult to reading correctly,

difficult to understand the contents of the text and difficult in working on

questions related to the text.

Second, to confirm the result of observation about what feedback

technique is often used by the teacher to respond difficulties of students in

reading learning process, the researcher asked some question regarding this

issue. The result shows that the teacher often used corrective and evaluative

feedback. Corrective feedback is used by the teacher because students always

need correction to making them aware mistakes they have done and can be

immediately correct it. Evaluative feedback is also used by the teacher because

students need motivations to build their confidence in reading. Besides that,

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comfortable situation in the classroom also is very important. Therefore, giving

praise to them can be help to make it.

B. Discussion

The result of observation shows that corrective and evaluative feedback is

feedback technique often used by the teacher. In the first observation, corrective

feedback is often used by the teacher. It is happened because the teacher only focuses

on correcting mistakes that are made by students. The teacher does not really care

about the classroom situation so that students feel tense and did not feel comfortable

during the teaching and learning process.

In the second observation, the researcher found that it is not only corrective

feedback often used, but evaluative feedback is often used by the teacher. It is

happened because the teacher tried not only give correction that may leads to students

feel tense but also the teacher tried to build the students' confident by giving good

reaction such as give a praise and also several times tried to make comfortable

situation by giving humorous response.

In the third observation, the researcher found similarity result with the second

observation. Corrective and evaluative feedback is often used by the teacher. All of

students got positive feedback. The students got corrective feedback to making them

aware of their mistakes. Besides that, the students also got evaluative feedback to

making them did not feel disappointed or depressed so as they did not feel

comfortable during learning in the classroom.

The result of interview shows that difficulties of students in reading learning

process are students difficult to reading correctly, difficult to understand the contents

of the text and difficult in working on questions related to the text. To respond it, the
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teacher often used corrective and evaluative feedback. Corrective feedback is used by

the teacher because students always need correction to making them aware mistakes

they have done and can be immediately correct it. Evaluative feedback is also used by

the teacher because students need motivations to build their confidence in reading.

Besides that, comfortable situation in the classroom also is very important. Therefore,

giving praise to them can be help to make it.

Based on explanation above, Corrective feedback is used by the teacher

because students need correction to making them aware of their mistakes so as they

can be corrects it. It is relevant with the result of all observation, the teacher use

corrective feedback to responding students' mistakes such as student wrong in

pronounce a word and wrong in answering questions related the text. But, it also can

be make students feel disappointed and depressed so as they were not comfortable in

learning. It is relevant with the result of the first observation, the teacher only focuses

on correcting mistakes that are made by students. The teacher does not really care

about the classroom situation so that students feel tense and did not feel comfortable

during the teaching and learning process.

Students got corrected will feel scared and less of confident and that will

make they did not feel comfortable during learning process. Therefore, the teacher

uses evaluative feedback to overcome this obstacle. It is relevant with the result of the

second and the third observation. The teacher tried not only give correction, but the

teacher also give praise and humor response to make them feel fun and comfortable

during learning process in the classroom.