Abstract
Integrating values in the teaching and learning of English becomes the main concern of education in Indonesia. There are 18 values of character building in national character and cultural education which are demanded to be integrated in the teaching and learning process. However, the implementation is mostly heard from lower level of education. Therefore, it is considered important to conduct the study on the higher level of education or university, especially in the productive course such as speaking class. This leads to the interest on conducting study on the lecturers’ verbal feedback in English teaching as the reflection of teaching character values. Preliminary study was conducted by interviewing students of speaking class to get information related to the technique, method, and material used in the speaking class. Three speaking class’ lecturers will be the subject of the research. Observation is conducted to collect the data by using observation sheet and recorder as instrument. The interview takes students as the object in order to get their perspective to the feedback give. The result shows that there are three kinds of verbal feedback used. They are corrective feedback, interactive feedback, and evaluative feedback. The result of interview shows students positive perspective toward the feedback and the values they acquired from the feedback give. From the observation and interview, it can be concluded that the concealed values taught during the speaking class, they are disciplines, curious, respect, democracy, and communicative.
Highlights
As a part of English teaching in Indonesia, classroom interaction takes an important part
Since character building is not mentioned explicitly in the material, teachers were demanded to integrate it in the lesson plan. This leads to the interest on conducting study on carrying out the lecturers’ verbal feedback in English teaching as well as how the lecturers integrate the values education in the classroom
Uptake refers to “a learner’s immediate response to corrective feedback on his/her utterances” (Lightbown & Spada, 1999:179), while corrective feedback is used as “an indication to a learner that his or her use of the target language is incorrect” (Lightbown & Spada, 1999:172).The approach chosen by the teacher, the atmosphere, and the type of situation in which the speaking performance is taking place will influence the effectiveness of feedback
Summary
As a part of English teaching in Indonesia, classroom interaction takes an important part. Richard and Lockhart (1996) identified ‘interactional feedback’ as a strategy to expand or modify a student’s answer In this case, Interaction with students involves providing feedback and encouraging 2-way dialogue with students and this exercise helps the lecturers to deliver this on a number of different levels. Uptake refers to “a learner’s immediate response to corrective feedback on his/her utterances” (Lightbown & Spada, 1999:179), while corrective feedback is used as “an indication to a learner that his or her use of the target language is incorrect” (Lightbown & Spada, 1999:172).The approach chosen by the teacher, the atmosphere, and the type of situation in which the speaking performance is taking place will influence the effectiveness of feedback. As a consequence of disconfirmation feedback, highly self-efficacious people make more optimistic predictions about their performance after initial failure than after initial success, and they seek unfavorable feedback to excel at the tasks
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