%0 Thesis
%9 S1
%A Anggraeni, Wahyu
%B Pendidikan Bahasa Inggris
%D 2012
%F UNY:25678
%I Universitas Negeri Yogyakarta
%K characteristics, teacher’s feedback, speaking activities, SMP
%T THE CHARACTERISTICS OF TEACHER’S FEEDBACK IN THE SPEAKING ACTIVITIES OF THE GRADE NINE STUDENTS OF SMP N 2 DEPOK
%U http://eprints.uny.ac.id/25678/
%X Considering the importance of teacher’s feedback in the students’ speaking skill, this research was aimed at investigating the teacher’s feedback in the speaking activities. Four research questions were formulated in this study. They are (1) What types of feedback does the teacher give in the speaking activities? (2) What categories of feedback does the teacher give in the speaking activities? (3) What are the teacher’s purposes in giving such feedback in the speaking activities and (4) What are the students’ perceptions of teacher’s feedback in the speaking activities?  This research used a descriptive qualitative design. It applied an observational method to collect the data. It means that the data of the research were obtained through careful observations in the natural setting where the research was conducted. The study involved the teacher and the students of the ninth grade of SMP N 2 Depok in the first term of the academic year of 2011.Observations were done by attending the speaking classes and making field notes of all what happened in the classroom setting during the speaking learning and teaching process. With the help of audio recorder, the researcher recorded all the speech events of the classroom community members under observation. This audio recording technique enabled the researcher to preserve the authenticity of the data. To gain comprehensive and accurate data, the researcher crosschecked the data obtained by comparing these data with those which were obtained by interviewing some of the students and the English teacher involved in the research. The researcher also distributed the questionnaire to all of the students in the class. These accurate data where then (1) transcribed, (2) read, (3) identified, (4) categorized, and (5) analyzed to answer the research questions as those which were mentioned in the formulation of the problem. To check the trustworthiness of the data, triangulation was also used. The researcher compared the gathered data with other relevant researches and theories and consulted the lecturers involved in the study.  Based on the analysis of teacher’s feedback, it is figured out that the teacher mostly gave feedback in the form of explicit corrections. Also, the teacher’s feedback focused more on the phonological errors, especially pronunciation. The teacher’s purposes in giving feedback were (1) providing information for teacher and students, (2) providing advice to the students, (3) providing students with language input, (4) motivating the students, and (5) leading students toward autonomy. Based on the fourth research question, the research result shows that (1) teacher’s feedback was objective, (2) teacher’s feedback was clear, (3) teacher’s feedback was assisting, (4) teacher’s feedback was encouraging, and (5) teacher’s feedback was proportional.