Exploring the Use of Feedback by the Pre-service Teachers in a
Teaching Program
Dian Ekawati
1
and Muhammad Aminudin
2
1
UIN Sunan Gunung Djati Bandung, Indonesia
2
English Education Department, Faculty of Education and Teacher Training
Keywords: Feedback, Beliefs, Types of Feedback, Reaction toward Feedback, Pre-service teachers, Internship Teaching
Program.
Abstract: The study explores the use of feedback by pre-service teachers in their internship teaching program in three
high schools in Bandung, Indonesia.The study investigates the general beliefs on feedback, the types of
feedback, and responses toward the feedback used in the classroom. The study found out that the pre-service
teachers have already had common grounds on beliefs of feedback–being able to define feedback as a way to
motivate students in learning, recognise students’circumstances, and strengthen the learning materials.
Besides, the pre-service teachers had a belief that feedback has an effect to their students on mindset and
behavioral changes, and conducted the follow up tasks afterwards. In practical level, the pre-service teachers
have implemented three types of feedback—verbal motivating feedback, physical reward, and error related-
feedback. They often used verbal motivating feedback rather than the others. This indicates that the students
still need motivation to learn the language. The study also shows that the students reacted differently toward
their teachers’use of feedback. The reactions are in the form of mental reaction, physical reaction, and verbal
reaction. The mental reaction has the highest percentage of all. Thus, the study has successfully brought the
use of feedback in the classroom context.
1 INTRODUCTION
In any instructional program, feedback is in an evitable
action a part of teaching (Richards, 2001, p. 213). In
other words, feedback is an important activity in
teaching and learning process. The goal of providing
feedback by the teacher is basically providing the
awareness of the students to reach the target of learning
by focusing on in which areas they need to improve
their learning achievement. When this is in mind,
feedback may serve as the key factor affecting learning
(Eraut, 2007, pp. 111–118). For this reason, the
research about feedback is worth investigating,
particularly on types, and response of its use that
become the gap that the study tries to fill in.
The study concerns on above two aspects of
feedback as it is important to know in what types of
feedback the teacher is considered effective that
based on Fonseca et al. (2015, p. 62), the
effectiveness of teacher feedback in English learning
and teaching process majorly depends on how
feedback is delivered to students. The delivery of the
feedback may consequently give positive and
negative impact (see Taylor (2008, p. 3). Therefore,
in order to know the impact of its use, the study
surveys their comments or responses of its use in their
own classroom. In brief, the study attempts at
investigating the general beliefs held by the pre-
service teachers on feedback, the types of feedback
are revealed, and the students ‘reaction are given
toward their teachers ‘feedback.
In this research, there are 33 pre-service teacher
students involved as the respondents of the study. The
study has an easy access to collect the data as they are
doing their field work (teaching internship program =
PPL). The PPL program is basically run to provide
field experiences in teaching. One aspect being
observed by the lecturer is how teacher students are
required to create a meaningful feedback in their
instructional program. With this fact, the study tries to
see how feedback and instruction are intertwined
(Hattie and Timperley, 2007 cited in Price et al (2010,
p. 280) and accordingly served as useful hints for
learning effectiveness as Bellon et al. (1992) argue,
compared to other teaching behaviours, feedback has
stronger and more consistent indicator to achievement.
380
Ekawati, D. and Aminudin, M.
Exploring the Use of Feedback by the Pre-service Teachers in a Teaching Program.
DOI: 10.5220/0008218800002284
In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 380-388
ISBN: 978-989-758-416-9
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

2 LITERATURE REVIEW
2.1 Feedback in General
The concept of delivering feedback should be
understood from the importance of feedback and the
role of feedback in the classroom. The first view point
of the feedback importance refers to students’
achievement. Feedback is considered the important
response that gives the potential impact on future
practice and identity development as learner of the
students.
Feedback is also important for students’
achievement. It is motivating behaviour that
encourages the students to evaluate their learning so
that they can follow up how to learn effectively in the
future. Then, it must be highlighted that the good
impact of the feedback itself is according to the good
way of feedback delivery.
Moreover, Kumar (2010, p. 472) claims feedback
is a basis for measuring the effectiveness of
communication. To make sure that the information
and understanding that are obtained by the students,
feedback is delivered in order to reduce the
misinterpretation in learning. In general, feedback
assesses whether the communication is properly
accepted or not.
2.2 Feedback Categories
Sofi (2010, p. 24) divides feedback into four category,
they are oral feedback, written feedback, direct
feedback, and indirect feedback. These four
feedbacks can be used in teaching and learning
process. In choosing the feedback, the teacher should
consider which feedback is compatible to be used in
order to increase students’ motivation in learning
language and increase students’ ability in mastering
language. In order to know what is written feedback,
oral feedback, direct feedback, and indirect feedback.
The first feedback is written feedback. According
to Hyland and Hyland (2006, p. 2) written feedback
may be considered as either ignoring students’ own
voice or putting teachers’ own requirements on them
or as forcing them to meet expectations needed to
gain success in learning. The second feedback is oral
feedback. It usually occurs during a task. According
to Utami (2012, p. 27) oral feedback refers to the
provision of feedback on errors and weaknesses in
content, organization, and language through face-to-
face conferencing. The third is direct feedback. Direct
Feedback is a technique of correcting students’ error
by giving explicit feedback. Lee (2004, p. 286) says
that direct feedback is provided when the correct form
is written on students’ paper. The direct feedback is
similar to oral feedback. In oral feedback, the teacher
gives their feedback when the students are performing
or practicing their language ability. Similarly, the
direct feedback is given when the students are
performing. The direct feedback can be provided by
the teacher in oral or written feedback as long as the
feedback is given during performance. The last is
indirect feedback. According to Rachmawati (2014,
p. 17) feedback is an effective technique to help the
learners find and then correcting their mistakes.
Hyland and Hyland (2006, p. 83) states that indirect
feedback is feedback given where the teachers
highlight the errors by underlining, circling,
providing a code, etc. but gives the students the
opportunity to fix errors themselves.
2.3 Responses to the Use of Feedback
This section discusses the reasons for teachers to
deliver feedback. The first reason for delivering
feedback by teacher is because students need
guideline. Feedback is a means to support and give
guideline in learning. Guideline here means a
direction for students to make their learning better.
Ferris and Hedgcock (2004) say the role of feedback
that is delivered by teacher for students is to explain
a grade with general guidance and suggestions to
consider future steps. It explains that students’ further
learning can be affected by teachers’ feedback.
Then, the guidance and suggestions are beneficial
for students’ next correct clues to learn better. Lee
(2008) finds that receiving teacher’s response or
feedback about their errors is liked by some students
because they will know which one should be avoided
in the next assignment. By the feedback from
teachers, students are guided to learn properly.
The next reason why teachers should deliver
feedback to students is because it enables students to
improve their performance. Sadler (1989, p. 77)
argues that providing feedback on students’
performance improve and accelerate learning. It
means there two impacts of feedback to students. The
first one is that students can increase their
understanding and the second one is that their
learning is not only improving but also becomes
efficient. In other words, feedback from teachers is
delivered because it can make students learn
effectively and efficiently.
It is essential for students to know well what they
have learned. It is because the knowledge that they
have got well gives a sense of achievement which
encourages them to learn more. Correspondingly, it is
also important to let them know their own mistake
Exploring the Use of Feedback by the Pre-service Teachers in a Teaching Program
381

during learning so that they can learn from it and
correct it. Eggen and Kauchak (2006, p. 99) argue that
feedback enables students to make accurate
assessment of their knowledge and understanding. It
means providing feedback by teachers is delivered to
make students know how well they are doing and
have done and help them to correct understanding
errors.
The next reason is to know how effective teachers
teach. By giving feedback to students, teachers know
the effectiveness of their teaching based on students’
response toward teachers’ feedback. Students’
perception toward learning experience during class is
sometimes the most direct way to evaluate the
effectiveness of teaching methods and giving
feedback improves the educational experiences
teachers provide for students (Castley, 2005).
In conclusion, there are four main reasons for
teachers relating to give feedback to students.
Teachers’ feedback should be given because students
acquire learning support and guidance to decide the
next steps for them to learn better. Another thing is
that students need to improve their performance after
being guided to make sure that their learning and
understanding are improving and the errors are
avoided. The next reason is that feedback can be
motivation for students to undertake appropriate work
and correct their mistakes. The last one is because
teachers need to provide effective teaching for
students, feedback must be delivered in order to
evaluate and assess the effectiveness of teachers’
teaching.
3 METHODS
In general, the study employs the qualitative study
which describes the phenomenon of delivering
feedbacks in the classroom. The study uses
questionnaires distributed to 33 pre-service teachers
and records two live teaching snapshot. The data of
questionnaires and live observation will be
investigated for the feedback traces of the teachers.
3.1 Subject of the Study
The study has chosen pre-service teachers as the
subject of the study. They are final semester students
who are taking the internship teaching program in
several public schools. Three public schools (Two
Junior and One high schools) in kota Bandung, and
one Mts (Islamic junior high school) in Sumedang
regency, West Java.
3.2 Research Design
Qualitative research design is employed in this
research since it is relevant with the purpose and
research questions of the study. This study uses case
study. The case study is used because the present study
focuses on a single phenomenon in its real-life context;
the use of feedback in the classroom (Fraenkel et al.,
1993, p. 13; Blatter in Given, 2008, p. 68). As a
consequence, the researchers have a little control over
the phenomenon to portray the richness of the case
(Hitchcock and Hughes, 1995 in Cohen et al., 2007).
To obtain the understanding of the phenomenon is
resulted from case study, simply because case study
uses multiple sources of data (Robson, 2002 in Cohen
et al., 2007) such as observation, interview, documents
and questionnaires.
3.2.1 Questionnaire
The use of questionnaire was intended to see the
attitude of the participants over the use of giving
feedback. The questionnaire was given to the
participants in order to enrich the data from other
instruments since attitude could not be directly
observed. Through questionnaire, students’ attitudes
toward the use of feedback would reveal (Alwasilah,
2001, p. 151). The questionnaire consisted of 14 items
with 6 statements about the beliefs over the feedback
and 8 open essays.
3.2.2 Classroom Observation
To observe is to watch the process of action
happening during the time of a process. In this case,
the study tries to reveal the phenomenon of delivering
a feedback in the classroom. One of the classroom
behaviors is delivering the feedback. From the verbal
communication, the study will trunct the feedback
behavior, and classify the behavior into certain type
of feedback in order to provide evidences based on
the classification of feedback from Sarsar (2014, p.
19) that mentions there are three types of feedback
found - motivational feedback, developmental
feedback, and informational feedback.
3.2.3 Data Analysis
In analysing the data, the collected data was sorted,
coded and formatted (Creswell and Creswell, 2017, p.
153). Therefore, the collected data from students’
worksheet, field-note observation, and
questionnaires, were further sorted and categorized in
order to answer the research questions. The data
analysis consisted of three concurrent flows of
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activity: data reduction, data display, and conclusions
drawing/verifying (Miles and Huberman, 1984, pp.
10–11). As this study conducted in natural setting,
some of the raw data were reduced.
4 RESEARCH FINDINGS
4.1 General Beliefs on Feedback
4.1.1 Definition on Feedback
The study found there were three categories of
definition on feedback – motivating feedback,
feedback on students’ psychological circumstances,
and strengthening the learning materials. The
respondents in general (75%) confirmed that
feedback is defined as motivating feedback, followed
by 17% respondents defining feedback as the action
of strengthening the learning materials, and the last
with 8% confirming feedback as the action to
recognise the students psychological circumstances.
Overall the respondents confirmed that feedback is
defined as the action delivered by the teachers to
motivate the students concerning their learning and
psychological circumstances and learning materials.
4.1.2 Feedback in Given Description
The study first of all found that 62% respondents did
not agree to the statement that feedback shows the
hierarchy of an authority. This statement is another
word for confirming that a teacher resembles of a
power, so that it is not fair to give feedback because
the students are in low position in this case or a
recipient of an order. The majority (91%) confirmed
that feedback did not have any potential to disgrace
the students, as they have probably been aware the
positive effect of the feedback, but only 9%
confirming their agreement with the statement.
The third statement confirmed that in general 85%
respondents agree to the statement that feedback has
positive purpose. It is generally agreed that feedback
is not used to disgrace the students by showing the
power of a teacher (see statement 1 and 2), but
perceived in a positive way (see the findings of the
definition of feedback above). As feedback has a
positive meaning, it is in line with the following
statement that through the use of feedback it can
strengthen the relationship between teacher and
students (97%).
The fifth statement informed that the use of
feedback may reduce students ‘motivation in
learning, and thus it gives negative effect to the
students. 65% respondents declined the statement that
they disagreed feedback may reduce students
motivation. The study at last also checked the last
statement that feedback did not involve correction
among students. The majority did not agree to the
statement (85%) and therefore this implies that indeed
feedback is not only given by the teacher, but the
students also have the right to give feedback for their
peers. For complete information, the following table
may show the explanation above.
Table 1: The Six-Statements of Feedback.
No.
The Six-
statements
Agree Disagree
1
Showing
hierarchy of an
authority
13 38% 21 62%
2
Having the
potential to
disgrace students
3 9% 30 91%
3
Providing
positive effect
29 85% 5 15%
4
Better
relationship
between teacher-
students
33 97% 1 3%
5
Loosing students
motivation
11 35% 20 65%
6 No peer feedback 5 15% 29 85%
4.1.3 The Effect of Giving Feedback
The study found from these two changes, the changes
in mindset received 67% responses from the
respondents. This finding confirmed that the
respondents were worried much about the behaviour
changes than mindset ones. The changes in mindset
received only 33% out of the majority. This fact
showed that there are still respondents who were
worried about changes in behaviours that accordingly
might change the behaviours of learning. First, the
respondents felt worried that the students
misinterpreted the feedback, so that they did different
actions than what are expected. Second, the
respondents were worried that the students may loose
their self-confident, and accordingly the utmost worry
is they become lazy. If this happens, the goal of
teaching and learning cannot be achieved. Third, the
respondents are also worried that the feedback may
hurt the feelings of the students. This unwanted effect
may result at students’ withdrawal from the class. In
conclusion, the study confirmed that the mindset
changes attract the respondents much as the changes
are invisible, so that the teachers could not do
anything about.
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383

The second change related to the effect of giving
feedback is an observable one. In relation to the
changes in behaviours, the study found 33%
respondents confirming about this. The respondents
were afraid of their students’ behaviour of not listening
or even responding to their teachers’ feedback. Second,
the respondents were afraid of having no correction
after the feedback, and what is even worse, the students
were forgetful about their learning. The worst thing of
behaviour changes is the students did not give any
respect to their teachers. If this happens, learning will
not take place for sure. To sum up, both changes in
behaviour and mindset become the worrying part of
giving feedback to the students.
4.1.4 The Follow up Tasks after Giving
Feedback
As previously said in chapter two, the successfulness
of giving feedback is having the follow up after
giving the feedback. The follow up task by the
students become the indicator that the students are in
line with the teaching and learning goal. The present
follow of tasks show that the students have
understood the importance of feedback that is to do
the correction with extended revisions of the works.
In line with this, the study found 86% majority of the
respondents confirmed that they conducted a follow
up task after giving feedback. Therefore the study
concludes that the respondents have met the goal of
giving feedback requirements, and only 14%
respondents confirmed that they did not do any follow
up tasks as revision to the correction as a result of
giving feedback.
The follow up tasks can have many forms. The
study listed two common things the students usually
do as a follow up activity. First, the students directly
corrected the work after being given the feedback.
The students’ quick action may tell that the students
have met the principle of NOW, and therefore they
did not postpone the revision as it is still fresh. The
second most common follow up task is the students
did revision toward their school assignments which
they considered wrong to some parts or as a whole.
The students did not revise while they were at school,
but did it as a home work. These two follow up tasks
confirmed students’ understanding toward the
importance of giving feedback.
The study concludes that the discussion of the
beliefs on feedback found that the respondents in
general confirmed their understanding toward the
feedback, beginning from the beliefs held by the
respondents on feedback, definition on feedback, the
effect of giving feedback, and the follow up tasks
after being given the feedback. To answer the first
research question, “what are the beliefs held by the
respondents on the feedback?”, the study found that
the respondents have general beliefs on feedback in
positive way as the study suggests.
4.2 Types of Feedback
Feedback has been realised in different types of
feedback. In this study, the types of feedback are
divided into two parts – types of feedback as their
teachers have performed, and types of feedback
according to their conducts. Both types of feedback
will carefully discuss the similarities and differences
between the two.
4.2.1 Types of Feedback Conducted by the
Teachers
Previously it was mentioned that feedback has
different types. The feedback occurs in different types
as the teachers might come up with different
realisation of feedback according to the hands-on
situation that need immediate certain type of
feedback. As the respondents were recalled for their
teachers’ feedback realisation, the study found that
there were three types of feedback – verbal
motivating feedback, physical reward, and error
related-feedback. These three types of feedback
found in this study have been in line with what the
relevant theories have to say.
The first type of feedback – verbal motivating
feedback – received 58% responses from the
respondents. The large number of the respondents
agreed to say that they found the type of feedback
frequently delivered by their teachers is feedback on
motivating verbally to the students. Verbal
motivating feedback reveals in different forms. They
are motivating for better learning, giving compliment,
and giving critics for better performance. Motivating
students learning has become the essence of better
learning.
The second and the third types of feedback –
physical reward and error related feedback – received
the same percentage (21%). This number means the
teachers have equal perceptions of what types of
feedback used in particular circumstances. First, error
related feedback can be taken as a way of showing the
correction of their works when they are committed to
doing the exercises wrong, especially on grammar
exercises for the most obvious task. Second, the
physical reward found in this study has taken the form
of giving score to their existing subject score and
giving money as a reward. Giving score can become
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the most favourite type of feedback as the students
have felt satisfied with the scoring bonus that they
will take, especially when the students are considered
as low achievers.
The last type of feedback – error related feedback
– is what the theory says the most. As the study
discusses much on this particular type of feedback, it is
interesting the forms of this type of feedback occurring
in this study. The study mostly found the strengthening
of materials by the teacher. Relevant with this, the
study had to acknowledge that the materials often
contain errors. Therefore, correcting the errors is what
the teachers mostly consider in giving the feedback.
The error in students’ classroom exercises is the next
thing to correct. The teacher often finds hands on
exercises that are full of errors. Therefore, it is
imperative for the teachers to immediately correct the
errors. The last refers to correcting the attitude of the
students, especially when they behave badly toward the
assignments for instance. The complete table explains
above findings as follows:
Table 2: Types of Feedback.
Verbal motivating feedback 58%
Physical reward 21%
Error related feedback 21%
4.2.2 Types of Feedback based on
Respondents’Experiences
It is generally agreed that students’ teachers will
imitate their teachers in giving feedback. It is proven
from the study that the majority respondents (97%)
said that they gave feedback during their teaching
internship program. With only 3%, of the student
teacher, he confirmed that he did not give any feedback
to the students. The study suggests that this data should
be followed by further research as to provide detail
reasons of not giving feedback to the students.
The respondents confirmed that they conducted
the three types of feedback – verbal motivating
feedback, physical reward, and error related
feedback. The study found that 64% respondents
conducted their verbal motivating feedback. This
finding is in line with the previous type of feedback
(verbal motivating feedback conducted by their
teachers) that received the majority response. The
study suggests that this verbal motivating feedback
becomes the most frequent type of feedback used in
this study, followed by the error type of feedback
(21%), and the physical rewards (15%).
Verbal motivating feedback has been realised in
different forms. There are six forms of feedback. The
first is giving compliment. The respondents
frequently gave compliments to their students. This
kind of feedback is considered the most common way
to use in order to provide feedback to the students.
The second type of feedback is error related feedback.
The most common correction of the error is dealing
with an appropriate way of pronouncing the words
and irrelevant grammar. This type of feedback also
takes the changing of attitudes that are irrelevant with
the intended attitude required in English classroom.
In a meanwhile, the teacher also provided test to
check for language proficiency. When they
committed more error numbers, giving test is an
appropriate way to correct students’ errors. After the
errors were found, then the teacher had to strengthen
the learning materials. With this case, feedback can
contribute to the improvement of their learning.
The last type of feedback is physical reward. As
previously mentioned, physical reward is not
suggested in teaching and learning as a form of
feedback. It is taken into a consideration that giving
money and an additional score as bonus may not be
taken regularly as this form of feedback will create
the dependency of the students toward the reward.
When it is gone, it is afraid that the students will not
perform well. Basically, the students may not be
spoiled by such reward as it is not strongly suggested
by the nature of good learning. In conclusion, the
types of feedback conducted by the pre-service
teachers can be described in the following table.
Table 3: Types of Feedback.
Verbal motivating feedback 64%
Physical reward 15%
Error related feedback 21%
In order to answer the second research question,
the study concludes that there are three types of
feedback – they are verbal motivating feedback, error
related feedback, and physical reward. The most
common type used by the teachers is verbal
motivating feedback, followed by error related
feedback and physical reward.
More findings toward the motivating feedback
can be seen from teacher’ feedback (see observation
transcript1). The following extracts may describe the
implementation of the verbal motivating feedback.
Jangan pernah membuli seseorang
secara berlebihan harus membela
yang lemah oke, orang lemah harus
dibela bukan dibuli yah #script1
Perbedaan itu wajar, kenapa
perbedaan harus dijadikan bahan
bulian, bahan ejekan #script1
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385

4.3 Responses Given for Delivering
Feedback
4.3.1 Goals of Feedback
Delivering feedback has certainly had goals to
achieve. The goals of feedback can be perceived
differently by the pre-service teachers. The different
perceptions derive from respondents learning and
experiences. In this study, it was found that there are
three goals the respondents have defined toward the
feedback – to motivate students learning, as form of
communication, and to strengthen learning materials.
The first goal of feedback is to motivate students
learning (58%). The majority respondents confirmed
that to motivate is a way of attracting someone else
attention and building self-confidence. This comes
into consideration that the students are really in need
of motivation, especially when they did not have great
facilities to learn by building up their self-confidence.
The second goal of feedback is to strengthen the
learning materials. The second reason to this goal of
feedback is strengthening the memory with
knowledge. The feedback is also reflecting to the
previous materials, so that the students know their
capacity of their learning.
The third goal of feedback serves as a form of
communication. Considered as form of
communication, feedback is used as a way to
communicate with students to correct students’
errors. The third goal of feedback is also to avoid the
misunderstanding the essence of learning. Having
explained above, the goals of feedback are directed to
improve students learning. In specific, those three
goals of feedback can be seen in the following table.
Table 4: Goals of Feedback.
To motivate students’ learning 58%
A form of communication 17%
To strengthen learning materials 25%
The transcript also strengthens the finding that the
teacher motivates students more than the others. This
description can be seen from the following extract
(see transcription part II).
Oke pelajaran yang sangat baik #2
Oke good, coba Devi tulis my
opinion is Tom… abis ini Asep coba
yang Lisa #2
The study also found in the first transcript on how
the teacher tried to strengthen the learning materials
by giving the following extract.
Jangan pernah membuli seseorang
secara berlebihan harus membela
yang lemah oke, orang lemah harus
dibela bukan dibuli yah
4.3.2 Reaction toward the Use of Feedback
Delivering feedback is perceived differently by the
students. It happens as the students have their own
perceptions toward what is being asked. The
perceptions are mostly determined by students’
learning and experiences. Therefore, it is no doubt to
say that the study found the majority of the
respondents (91%) confirmed that when they were at
school as students, they mostly saw their teachers
giving feedback. This indicates that the practice of
giving feedback has already been understood well by
their teachers. Therefore, it is a good model for the
new teachers to do the same thing. However, the
study still found 9% respondents did not mention that
they had seen their teachers giving feedback when
they were still students.
The study also confirmed that pre-service
teachers reacted differently to their practice of giving
feedback to their students in their internship teaching
program. The reaction differ from one teacher to
another since it is largely based on their perceptions
toward what was happening in their class. In this
study, it was found that there were three kinds of
reaction after the feedback was being given to the
students, namely mental reaction, physical reaction,
and verbal reaction. These three reactions were in line
with what the study says in the literature reviews.
First, the study found 82% of the respondents
reacted in a mental level. Students’ reactions were
mostly obvious from their way of showing facial
expressions. In general, they would feel happy as they
were perhaps being appreciated for what they did
positively. The cheerful face could also be recognised
from their active participation in the classroom
discussion as they did not show it before. The state of
being enthusiastic could also be shown through their
replies to their peers or their teacher during learning.
Most importantly, the students felt close to their
teacher. When this happens, it is surely the thing that
the learning finds it easy to take place.
The second reaction toward their teacher
feedback is through students’ physical reaction. In
this study, 14% respondents confirmed that they were
surprised positively when their teacher gave feedback
to them as they felt being taken as a real student.
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Some students were seen to be contemplating, talking
to themselves, and did not do anything. They just kept
thinking as no verbal reaction was found after being
given the feedback. However, in general, the students
seem to accept for whatever their teacher commented
when giving feedback. This is taken into concern that
what is being given for the feedback is relevant to
students’ circumstances. The last reaction is verbal
reaction with just 4%. This indicates that the
characteristics of the students were not realised
through active verbal participation in the class,
instead they were mostly showing their mental
reaction as the effect of teachers’ feedback. In line
with this finding, the study has to observe more
students as to obtain more valid information toward
the reaction of students after being given the feedback
by their teachers. More reaction to teachers‘feedback
can be seen in the following table.
Table 5: Reaction to Teachers’ Feedback.
Physical reaction 14%
Mental reaction 82%
Verbal reaction 4%
5 CONCLUSIONS AND
SUGGESTIONS
The study investigates the use of feedback in the
language classroom. The research was conducted to
pre-service teachers who were conducting their
internship teaching program. The results of the study
confirm that they have already had basic general
beliefs of feedback; they have also practiced three
types of feedback; their students reacted differently
toward their teachers’ feedback. Therefore, the
following section will provide conclusions and
suggestions toward the study.
5.1 Conclusions
This section concludes the presentation of the study.
The conclusion is merely the answers based on the
research questions. There are three research questions
in the study – first the general beliefs held by the pre-
service teachers; second, types of feedback; the last,
students’ reaction toward the use of feedback. The
complete conclusion will be presented as follows:
1. The study has found that the students have already
had sufficient general beliefs of giving feedback.
It has been proven by their definition of feedback
as a way to motivate students in learning,
recognise students’ circumstances, and strengthen
the learning materials. The pre-service teachers
are also aware that feedback have an effect to their
students on mindset changes and behavioural
changes. They are also aware of their students’
follow up actions after feedback to correct their
works afterwards.
2. The study also concludes that the pre-service
teachers have shown various types of feedback,
more than their teachers at the past. There are
three types of feedback found in the study - verbal
motivating feedback, physical reward, and error
related-feedback. The preservice teachers often
used verbal motivating feedback rather than the
others. This indicates that the students are still in
need of motivation to learn the language.
3. The study also has shown that the students reacted
differently toward their teachers’ use of feedback.
The reactions are in the form of mental reaction,
physical reaction, and verbal reaction. In line with
findings of research question 1 and 2, the students
also reacted to the psychological states of the
students - mental reaction rather than others.
5.2 Suggestions
This section suggests some considerations toward the
study. The consideration are mainly determined by
the part of the study that need further information
about. Therefore, the following suggestions will
inform what to do next for future research.
1. The study should involve a large number of
participants. More information is required to
provide more vivid data. The participants should
be advised for their consistency in informing the
valid data because some of them did not complete
the questionnaires being given for them.
2. The study has not fully been able to obtain any
information from the observation to the class as
two transcriptions have not met sufficient
information toward the use of feedback.
3. The study requires comparable data taken from the
use of feedback from other regions or countries,
especially in English as a foreign language. This
will provide a thorough information especially in
the level of secondary schools
.
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