STUDY ON THE USE OF SELLER’S CODE CHOICE IN DEALING WITH VARIETY BUYERS

I live in Indonesia (eastern country); Javanese which consider society’s value is everything. They measure almost everything based on society’s value and politeness. It also influences the language use in society. In this case women tend to expect having better behavior than men. Thus, I find that women have role as a guardian of society’s value and I also find that it influences women as a Subordinate groups must be polite.
Women have higher position in the role as a guardian of society than men. I can connect it, in the first society (family) even from the early age. The parents teach either indirectly or directly that women/ girl must have better behavior than men/ boy. The parents will give more toleration when the boys do some misbehavior; on the other hand the parents will quickly correct the girl’s misbehavior. For example in my daily life: when boys/ men laugh out of loud; the parents will consider that it is fine; on the other hand, the parents will consider that it is taboo or “saru” when women/ girls laugh out of loud. On the larger society, I can find that most people will consider women who smoke as nasty, dirty, badly behaved. Nevertheless most people will be fine when men are smoking without considering men as nasty.
When the girl has grown up I could notice in my surrounding that women’s role as a guardian of society’s value influence the women’s language use. I find that women is Subordinate groups must be polite. The women tend to protect their “face “more than men. Women tend to use more standard and polite language choice. For example: there are not many women who swear in the dirty words such as; asu, bajingan, bajinguk, etc, because women are afraid to be considered as a nasty women by surrounding society. On the other hand, men seems to have more freedom to say or swear every words they want to say without being afraid to be considered as a bad behaved. Most people tolerate or “maklum” when the man say something rude or do something rough.

1. Introduction

Language is the main implement in communication. In daily life, we must use language properly; in language use we must consider the situation which consists of three main aspects, which are participant, setting, and topic (Holmes, 2001). It should be noted that different interactions between people will also impact to the variety of language use. We have to adjust our language/ code choice while we are talking. Moreover, we live in a multilingual society, that will be appear in form of style, dialect and formal-informal form of that language
One of the multilingual interactions in our daily life which is easily to find is the occurrence of trade, as local trade where people in different race, ethnicity, origin, status meet to make an agreement and deal in transaction. Here the language plays central role to set up successful transaction. Therefore, seller has to adjust code choice appropriately in dealing with the variety buyers in transaction. Generally, to set up a successful trade, there must be a shared language between seller and buyer. For example, in standard supermarket, take a look at the “Alfa-Mart” store, where the buyer and the seller use the language in Bahasa Indonesian, since it is the national language where all people (Indonesian) might share and understand the language. However, in another form of market, such as local market, store, warung, the language which is used among the seller and the buyer is more flexible and it is not always done in Bahasa Indonesia. Moreover it is done by using either the local language or informal form of national language. Take a look at many unanswered factors that influence the code choice, the writer is curious on what and how actually the factors persuade the code-choice in this circumstance. By doing this small research, the writer hopes for a logical justification behind this phenomenon.

2. Review of Related Literature

2.1. Language Choice/Code Choice
Code is such a concept to bring up linguistic variety, here the language variety could be seen in different form of language, accent, dialect, style, etc. Wardhaugh (1992) found that some particular dialect or language that a person chooses in certain situation. However, Boztepe (2003) add that code is a more neutral term to reflect on any variation of someone’s repertoire in their language or the language itself. In multilingual communities, we can find rich sources of codes. Even, between two people, we may find out different codes on accent, style and social dialect.
Stockwell (2002) sates that people need to adjust their language according to the purpose and situation in order to connect with their social life. Adjusting the code toward situation means that someone has to choose which code/ language to use in particular circumstances (Wardhaugh, 1992). Holmes (2001) mention that situation is such a condition which is included three main aspects, which are participant, setting, and topic. Holmes (2001) specify the three aspects above (participant, setting, and topic) are called ‘domain’
The main purpose of Code- choice is to communicate successfully. Wardhaugh (1992) state that code- choice is some system to use in formulating communication between two people (speaker and interlocutor). Stockwell (2002), saying that choice of code is meaningful structure of communication.
2.2. Social Factors affecting code choice
People perform code choice in particular condition are called domain. Stockwell (2002) said that the code-choice is considered by which the domain (participant, setting, and topic) the speakers are attending. Moreover, Holmes (2001) finds out 4 components in domain and names all these components as the social factors that affect the code choice:

• The participants, who is speaking and who are they speaking to (interlocutor)
• The setting or social context of the interaction: where are they speaking?
• The topic: what is being talked about?
• The function: why are they speaking?

2.3. Social Dimensions affecting code choice
Holmes (2001) concludes that it is not enough, as the components of domain do not always fit each other. People may select particular domain without considering where they are speaking. Therefore, Holmes suggests another aspects that contribute to people’ code choice, which are called as social dimensions. These consist of:

• a social distance scale concerned with participant relationships
• a status scale concerned with participant relationships
• a formality scale relating to the setting or type of interaction
• Two functional scales relating to the purposes or topic of interaction.

However Grosjean in Boztepe (2003) formulate some outline of factors that decide someone’s code choice.
Situation

• Location/Setting
• Presence of monolinguals
• Degree of formality
• Degree of intimacy Content of Discourse
• Topic
• Type of vocabulary Function of Interaction
• To raise status
• To create social distance
• To exclude someone
• To request or command
• Participants
• Language proficiency
• Language preference
• Socioeconomic status
• Age
• Sex
• Occupation
• Education
• Ethnic Background
• History of speakers' linguistic interaction
• Kinship relation
• Intimacy
• Power relation
• Attitude toward languages
• Outside pressure

3. Methodology

3.1. Participants
This research is aim to find out the code-choice between seller and buyer. The writer opt some local store (warung) to be the subject of the examination; it sells food, vegetables, and beverage. The local store is located at Rembes Village. It is very strategic, since it is on the bank of the main road, therefore many neighborhoods buy some vegetable in this store. The local store is also close to the school; it means that crowd of students often buy some meals or beverage after school at this store. Moreover the local store is also located at front of bus stop Java-Sumatra; it means that the bus crews have a lunch at this store.
This store is owned by a woman, 35 years old. She was born and raised up in Sumatra, but he has been living in this village for 7 years. As a result she is able to use Bahasa Indonesia in Sumatra dialect and Javanese as well.
Everyday, she deals with a lot and different kind of customers, old and young, male and female, neighbors, friends, relatives, bus crew and also travelers. However, the writer finds that the seller does not only utilize Indonesian language in her conversation with the buyers. Sometimes she prefers another variety of language, such as Javanese Ngoko and Krama or even Bahasa Indonesia in Sumatrans dialect. For the reason behind this choice, that is what the writer is going to examine in the next chapter
3.2. Instruments of the study
The writer use Observation to collect the data. The writer observes the language which is used by the seller in dealing with variety buyers. The writer was sitting at the place where the seller dealing with the buyers and wrote field-notes on the language used in the conversation, without disturbing the participants. The observation is conducted 3 times with different participants.
To analyze the data, the writer did these following steps. The first one was transcribing the conversations. The second, the writer coded the transcribe. This coding was done by highlighting the seller’s language used. The third step was classifying data; seller’s languages were classified based on the kind of language. After collecting the data, the writer use Interview to find out factors that differs their code-choice.

4. Data Analysis

In the review of literature, it has been explained that code- language is influenced by domain (participant, setting, and topic); Holmes (2001). In this case (Buyer & seller) we can not use these domains as references, the interaction held at the same place/ setting, and same topic (dealing the transaction). Here, we can only refer to the “Participant” which influences the Code-choice; which have different role in society.
In this study, the writer finds out some question to answer:
1. What are the languages used in this interaction (seller and buyer)?
2. What factors that differ their code-choice?
The First question: What are the languages used in this interaction?
From three different interactions, the writer finds out three different code-choices.
No Interaction Language repertoire (Seller) Participant
1. The 1st transaction Bahasa Indonesia in sumatranese dialects. Bus crew (sumatranese); 25 years old man.
2. The 2nd transaction Javanesse (Kromo Alus) Neighbor; 55 years old woman.
3. The 3rd transaction Javanesse (Ngoko) SMP students; 12 years old girl.
From the data above, we can simply see that the seller use different language according to the buyers. Therefore, whoever the seller is (interlocutor) must understand the language used in order to make agreement and deal the transaction. To make it simple, perhaps the seller can just use Indonesian all the time as the national language. However, expected condition does not happen, since other languages are also employed. Why? The next section will deal with the factor of code-choice specifically.

The second question: What factors that differs their code-choice?
A. The 1st Transaction
Language repertoire: Bahasa Indonesia in sumatranese dialects.
Participant: Bus crew (sumatranese); 25 years old man.
The First transcribe:
Seller : Beli apo?
Buyer : Nasi goreng, ado?
Seller : Ado, berapo porsi?
Buyer : Satu sajo, ndak pedes.
Seller : Ya, tunggu sajo.
Buyer : (After eating) Sudah, berapo ni ?
Seller : Lima ribu sajo.
The first, from social distance scale, it is because the interlocutors are strangers for the seller. This is the first time they meet, the seller try to use formal language style. At the other hand, the seller has grown up in Sumatra which means that the seller is able to use Bahasa Indonesia in Sumatranese dialect. Moreover, the seller uses Bahasa Indonesia in Sumatranese dialect in order to make the buyer (Interlocutor) feel safe/ homey.
The 2nd Transaction
Language repertoire: Javanesse (Kromo Alus)
Participant: Neighbor; 55 years old woman.
The third transcribe:
Buyer : Tuku janganane pur…
Seller : Nggih, ajeng pados nopo budhe?
Buyer : Tuku kangkung sak unting wae pur..
Seller : Niki budhe kangkunge
Buyer : Wah, kangkunge seger- seger iki, piro?
Seller : niku, setunggal ewu mangatus mawon (Rp. 1,500)
From social distance, the buyer is not stranger for the seller anymore. Moreover, they often meet in some occasion such as: pengajian, PKK, Mosque. Their social distance is really close. Here the seller is younger than the buyer. Even though their social distance is really close, but the seller still eager to respect the buyer by using Kromo Alus (the high degree formality of Javanese). Meanwhile, the buyer use Ngoko since the seller is younger.
Here the seller call the buyer “Budhe”, it does not mean that the buyer is a still relative but the seller assume that their social distance is really close and pretend that the buyer is her “Budhe/ Big mother”. At the other hand, the buyer just calls the seller directly her name by calling “Pur”, it also indicates that they have a close relationship. In this transaction there is also small talk such as: “Wah, kangkunge seger- seger iki” even though it is still related in dealing with the transaction, it shows their close relationship.
C. The 3rd Transaction
Language repertoire: Javanesse (Kromo Alus)
Participant: Neighbor; 55 years old woman.
The Second transcribe:
Seller : Tuku opo nduk?
Buyer : Tumbas es campur buk…
Seller : Piro nduk?
Buyer : Setunggal mawon, mboten mbeto kolang- kaling.
Seller : Iyo nduk, iki...
Buyer : Nggih, pinten buk?
Seller : Sewu nduk
Buyer : Niki buk artane, maturnuwun.
From social distance, the buyer is not stranger for the seller anymore; since the buyer often buy some beverage in the store after school. In this dialogue, we can see something interesting, where the seller use Javanese Ngoko (Lower level Javanese language) and the buyer use Kromo Alus (the high degree formality of Javanese). From Javanese language point of view, it is on the different level which is different aim for each level. Here, the seller speaks in Ngoko, because the interlocutor/ participant is younger. Therefore, the seller does not need to use higher level of Javanese language in order to show the respect for the interlocutor. At the other hand the buyer reply the seller speech in Kromo Alus (the high degree formality of Javanese)in order to show her respect, since the seller is older than she is.
5. Conclusion
From the complete data analysis which has been presented above, we can draw several important conclusions. First, it is true that people who live in multilingual communities do code choice, by selecting particular language to particular participant/ interlocutor. It is also true that the reason vary, involving many aspects, both from inside (participants) and outside (condition).
Second, one of the most common reasons is based on the social factor, which we know mainly in the term of ‘domain’, comprising three main aspects (setting, participant and topic). It is not enough to refer to domain only, as we can see in one setting of interaction; there can be also variation of language, like what happens in the interaction between seller and buyer.
Third, from the data analysis, we get important findings. The main finding is that social dimensions (focusing on social distance scale and status scale) are the factors that can explain code choice within a domain. Another significant factor that contributes is background of the interlocutors, can be age, status, education, occupation, etc. The speaker uses Indonesian to the people who are assumed as a stranger, while she will use Javanese Kromo Alus (the high degree formality of Javanese) to the older people she wants to respect and uses Javanese Ngoko (the lower level Javanese language) to people with lower status or the younger people. To get more comprehensive explanation, we can add Grosjean in Boztepe (2003) table, which show detailed division of what determines social distance scale and status scale. For example, status may be determined by age, education, occupation, etc.
Last, it should be noted that all the analysis above are the conditions that we can predict and observe by our senses. That is why we can not utilize all the factors that Grosjean in Boztepe (2003) proposes. There are still remaining factors unexplained in this research, such as language proficiency, history of language use, etc. To get the answer, an intensive examination must be conducted with the interlocutors.
6. Suggestion
When we live in pluralism which varies participants in society role, language use, language proficiency, different degree formality of language, etc. we have to determine code-choice properly, in order to keep our existence in the society or some other purposes. Otherwise, the interlocutor will consider us impolite, moreover in Javanese or at the other places where culture value is still considered as an important thing in life. Outside culture value we should determine code- choice properly by considering language proficiency of the interlocutor in order to keep the participant understands what we are talking about. Sometimes, we also determine code- choice for some other unique purpose, take a look at the case of this study when the seller determine code- choice in Sumatranese Bahasa Indonesia while she is talking to sumatranese in order to keep the interlocutor feel save and homey.

References

Boztepe, E. (2003). Issues in code switching: Competing theories and models. Working Papers in TESOL & Applied Linguistics, Vol 3, No 2.
Holmes, J. (2001). An introduction to sociolinguistics. London: Longman.
Stockwell, P. (2002). Sociolinguistics: A resource book for students. London: Routledge.
Wardhaugh, L. (1992). An introduction to sociolinguistics: Second edition. Oxford: Blackwell.

Taken from Sociolinguistic Project

TEACHER’S REASON FOR GIVING ORAL FEEDBACK ON STUDENTS’ PERFORMANCE IN THE CLASSROOM

Abstract

The study attempts to examine what type of oral feedback that the teacher provided to respond students’ performance and the teacher’s reason in giving certain type of oral feedback. This study was done by doing research at SMP N 4 Salatiga, the second grade and the interview with the teacher. It was in four different classes on the same grade on different group (high achiever- low achiver group) with the same teacher, sixty minutes observation for each. The classroom observations were transcribed into written forms. The analysis of the type of oral feedbacks that existed were based on Richards and Lockhart’s (1998) classification where oral feedback are categorized into seven different types of feedback. The study also gave a deep analysis on the reason why the teacher used certain type of oral feedback. The analysis was done through four interviews after each classroom observation. The participants gave their reasons and opinions on providing certain type of oral feedback on students’ performance. The feedback categorization shows what type of feedback that existed in classroom observation. However, the result of the study indicates that the teacher provided more oral feedback to respond students’ performance in higher achiever group compared to lower achiever group. The result of the interview indicates the reason why the teacher provided certain type of feedback on students’ performance.

Keywords: Feedback.

Introduction

According to Irons (2008) teacher has to provide appropriate feedback to have significant impact on students’ perspective both intrinsic (wanting to learn) and extrinsic (needing to learn), because students’ perspective is “good starting points” (Brown, 1998). In providing a good oral feedback, teacher needs to consider the clarity of feedback, especially how to indicate the ways in which students can improve and develop for the future (feed forward) so that the students get the point what actually teacher says and get the positive impact of feedback (Irons, 2008, p. 65).

However, there are some definitions of feedback; Reid (1993) states that feedback is everything which comes from teacher to respond students’ action as an initiator which consists of information for error revision or praises to encourage or enhance students learning, that is why feedback should be done in a “Good Way” (Irons, 2008). Tsui (1995) explains that feedback is when the teachers make evaluations and give comments on student’s performance. However, students often make some mistake while they are learning, and learning by making some mistake is one of the processes in acquiring English as a second language (Krashen, 1982). However, the study will analyze teacher oral feedback that existed in the classroom observation based on Irons’s (2008) definition that feedback is any information; process or activity with affords or accelerate students learning based on comments relating to assessment or activity

Every student must deal with mistake; students do not always flow smoothly while they are learning English. When students make some mistake or even do something correctly; it is teacher’s role to provide feedback as praise or evaluate the students appropriately when they make some mistake (Irons, 2008). In addition, students in the classroom have different level of ability in understanding the materials (high achiver – low achiever students).

In language classroom, teacher must provide feedback to evaluate students’ performance accuracy. According to Richards and Lockhart (1996, p.189) these include decision about (1) whether students’ error should be corrected, (2) which kind of error should be corrected, (3) How students’ error should be corrected. On the other hand, perception will settle what oral feedback that the teacher uses to respond students’ performance. Moreover, Robins (1997) explains that perception is some process by individual which they organize and interpret sensory experiences then it will bring sense or view toward a certain object. Levy & Shiraeve (2004) adds that perception will influence teacher to provide what type of oral feedback on students’ performance. It will then vary teacher to give certain type of oral feedback on students’ performance.

Teacher has to consider the students’ feeling while providing some feedback. Tsui (1995) adds that students’ feeling is closely related to certain psychological characteristic of the students. Therefore, teacher has to provide oral feedback to respond students’ performance in order to maintain the students to feel free in expressing their idea, so that the students do not afraid of making some mistakes and learn from the mistake which has been made. Moreover, Tsui (1995) argues that students’ mistake in a classroom is a source of learning.

Teacher’s feedback is usually associated with evaluating and providing information related to the students’ responses, but these are not the only functions. Teachers’ feedback can also acknowledge the information that teacher offers or provides personal comments on students’ performance. In feedback, teacher makes evaluations and gives comments on students’ performance. Through feedback, students know that there is something wrong or unsatisfactory about their performance. As Krashen (1982) points out that students must be favorable disposed toward language learning before language acquisition take place.

So far many teachers still do not consider the students’ feeling in providing feedback and cause “wrong way” feedback (Irons, 2008) such as saying the words “stupid” for student who makes some mistakes; therefore it will offend the students and discourage them in learning. Hedge (2003) states that teacher must be aware of “When to push and when to stop” students’ performance. Furthermore, Cathcart and Olsen (1976) conduct a survey which shows 149 learners have preference for correction of all errors that they made, however the students feel irritated when the teacher correct the errors intensively. Tsui (1995) adds that students in the junior high school (12-15 years old) have certain psychological characteristic, they are sensitive to criticism; therefore they will easily get offended. Supported by Brown et al. (1997) that Feedback are one of the “better tested principles in psychology”.

Providing feedback for students’ performance is one of the important aspects of teaching. Positive feedback is also useful to increase students’ motivation in learning and build a supportive classroom situation, thus it will promote students to have more participation in every classroom activity (Irons, 2008). Moreover Chaudron (1988, p. 132) adds that Feedback from teacher as a correction is a kind of interaction between students-students and/ or teacher-students. Tsui (1995, p. 43) argues that teacher who values every contribution and provides encouraging feedback is much easier to get students’ motivation to learn and more participation in classroom activities, and it really helps to create a warm classroom atmosphere in learning-teaching process. Therefore, this study will examine the teacher’s contribution on providing oral feebackon students’ performance.

This paper seeks to address these following questions:

1. What type of oral feedback does the teacher give to respond to the students’ performance?

2. What is the teacher’s reason in giving oral feedback on the students’ performance?

Despite the weakness that probably existed in this study, it is hoped that this study would give insight into the use of feedback in responding students’ learning for teachers who want to do their job well; since many teacher provide some “wrong” feedback. In addition, this study would be useful to other researcher who would like to study similar topic.

For the full version of the Journal, you can download from the link bellow

Good Feedback Enhance Learning Motivation

Nowadays, English plays an important role. Everybody should be able to use it orally and in written form; to answer requirements of globalization era. English becomes the main lesson, which has to be learned. English is not easy to learn and it does not only take a short time to master. According to Irons (2008: 35); “In order to learn effectively students need to be motivated to learn”. Every student must face some difficulties in learning English; what they need is motivation. According to Irons (2008) teacher has to provide appropriate feedback to have significant impact on motivating students both intrinsic (wanting to learn) and extrinsic (needing to learn), because motivating students is “good starting points” in learning English as a second language Brown, S (1998). In providing a good feedback, teacher needs to consider the clarity of feedback, especially how we indicate the ways in which students can improve and develop for the future (feed forward) so that the students get the point what actually teacher say and get the positive impact of feedback; Irons (2008:65).

So far many teachers still do not consider the students’ feeling in providing feedback such as saying the words “stupid” for student who makes some mistakes. However it can offend student’s feeling. Irons (2008) assumes this kind of feedback as “wrong way” feedback; therefore it will offend the students and discourage them in learning. However Kellough (1999) adds that students in the middle age while they are in the junior high school (12-15 years old) have certain psychological characteristic, they are sensitive to criticism; therefore they will easily get offended. Supported by Brown et al (1997); Feedback are one of the “better tested principles in psychology”. Therefore, teacher must be aware toward “When to push and when to stop” students’ performance; Hedge (2003). However, Littlewood (2006: 93) conclude that teacher must subordinate behavior to the learning needs of students. In teaching- learning, students’ errors must be corrected, Cathcart and Olsen (1976) conducted a survey of 149 learners have preference for correction of all errors that they made, however the students feel irritated when the teacher correct the errors intensively. Thus, in providing feedback teacher should considers “When to push and when to stop” students’ performance; Hedge (2003). Since feedback is considered as a key to enhance students’ motivation (Irons: 2008), thus teacher’s positive feedback is the most useful way to enhance students’ learning motivation, because it is enjoyable, increases students’ acquisition in understanding the materials, and brings students’ positive impression toward English (English is easy and fun).

Teacher’s positive feedback creates enjoyable atmosphere while learning in classroom. Providing feedback toward students’ performance is one of the important aspects of teaching to increase students’ motivation in learning and build a supportive classroom situation, thus it will promote students to have more participation in every classroom activity (Irons: 2008), moreover Chaudron (1988:132) add that Feedback from teacher as a correction is a kind of interaction between students-students and/ or teacher-students. Thus, when all of the participants build an excellent interaction, it means the classroom atmosphere become warm and more enjoyable for students to learn. In enjoyable atmosphere classroom students will feel happy while they are learning, so they will not judge learning in the classroom as the heavy duty to do but they are enjoying studying in the classroom; as Tsui (1995: 43) state that learning in classroom should be in warm situation.
Thus, students will not be afraid to make some mistake in an enjoyable classroom atmosphere. They will feel secure and they will try to practice more without being afraid to make some mistake. Moreover Harmer (2001) found that mistake can be divided into three broad categories: Slips; are mistakes which students can correct by themselves after the mistake has been pointed to them. Errors; that are mistakes which they can not correct by themselves, therefore students need some explanation from teacher. Attempts refer to mistakes when students try to express something but they do not know yet how the correct way to say. Since, the students are not afraid anymore, they tend to actively participate in every classroom activity. Krashen (1982) also argue that making some errors is one of the important ways in acquiring English as a second language for students. Cathcart and Olsen (1976) add that students’ errors must be corrected. Moreover Hedge (2003) states that teacher must consider the effectiveness of providing feedback and knowing “When to push and when to stop” in order to avoid offending students’ feeling. Here, teacher does not need to give some punishment toward incorrect students’ performance; otherwise it will diminish the enjoyable classroom situation to learn. However, Hedge (2003: 290) mentions six strategies for student error correction:

1. The teacher frowns and says “No, you don’t say that. What do you say? Can anybody help Juan?”
2. The teacher repeats a sentence the students has just said, with raising intonation up to the point of the mistake, and just wait for the students self- correction.
3. The teacher repeats and stresses the question after the students give wrong answer from the given question. For example: the student uses presents-tense answer to past tense question from the teacher
4. The teacher asks the class for an accurate version, then repeats it, asks the class to repeat together and individually and finally returns to the original student who has made the mistake.
5. The teacher looks confused and request clarification by asking “What did you say?” , which the student recognize as an error indication then the teacher just wait for the student self- correction.
6. The teacher moves his or her hand to indicate error, gives the correct version and asks the student to repeat it.

Khrasen (1982) points out that student must be favorable disposed toward language learning before language acquisition take place. So the students will learn by making some mistake and recognize their fault and “Do not fall at the same hole” latter on. The students are not afraid to teacher to be angry if they provide incorrect performance or wrong answer of the exercise. Feedback is also useful to motivate students to express their idea. Idea seems like different point of few or thought toward particular problems. The idea should be expressed. Hence, it is the teacher jobs to enhance students’ motivation by providing feedback such as; praising. Thus students will feel secure to express their idea or thought because according to Kellough (1999) students in the middle age (12-15 years old) have certain psychological characteristic, they are sensitive to criticism; therefore they will easily get offended. Supported by Brown et al (1997); Feedback are one of the “better tested principles in psychology”. Therefore teacher have to consider those students’ psychological characteristic in providing feedback because it is also another important teacher job to deal with those students’ certain psychological characteristic in order to develop warm classroom situation for students to learn.
When teacher provide feedback it is also kind interaction in classroom. Moreover Chaudron (1988:132) add that Feedback from teacher as a correction is a kind of interaction between students-students and/ or teacher-students. Tsui (1995:43) found that teacher who values every contribution and provides encouraging feedback is much easier to get students’ motivation to learn and to participate in classroom activities, and it really help to create a warm classroom atmosphere in learning-teaching process. While having every kind of interaction between students-students and/ or teacher-students, it is a good time to build a friendly atmosphere among students-students and/ or teacher-students. Therefore, it will absolutely accelerate classroom situation to be more alive.
Teacher’s positive feedback increase students’ acquisition from what they get in classroom. English Foreign Language (EFL) Classroom is the right place for students to acquire English. Teacher has the central role in process of acquiring the materials for students. In this case what students need to get easier to understand are the material and/ or any information from teacher related to the materials and also error correction for students’ performance is also the important part to support students in acquiring what teacher explained. In this case Irons, 2008 found that feedback is any information; process or activity with affords or accelerate students learning based on comments relating to assessment or activity. Reid: 1993stated that feedback is everything which comes from teacher to respond students’ action as an initiator which consists of information for error revision or praises to encourage or enhance students learning. That is why feedback should be done in a “Good Way” (Irons: 2008). Moreover, Tsui: 1995 points out feedback is when the teachers make evaluations of and give comments on student’s performance. Hence, feedback carries information about how successful the learner has been. Consequently students will understand the lesson more and get easier to acquire. Let us assume, for example, a student produces the utterance “Where you went last night?” he may be informed by the teacher or by the correct version in a tapped drill that the correct form is “Where did you go last night?”
After the students understand the materials I believe that it will easier for them to acquire the material from every activity and exercise. It seems like the students wants to draw out what they get. It is also good to recognize what students have got. It is also appropriate time to recognize students’ error and provide feedback to correct in a “Good Way” (Irons: 2008). In language classroom, feedback is often provided toward the accuracy of what students performed. Hence, in providing feedback to correct students’ error, teacher should be aware about (1) whether students’ error should be corrected, (2) Which kind of error should be corrected, (3) How students’ error should be corrected; Richard (2005: 189). A variety in giving feedback to correct students’ error is available on Form:

• Teacher asks the students to repeat what the teacher has said.
• Teacher points out the errors and ask the student to self-correct.
• Teacher comments on an error and explain why it is wrong, without having the students repeat the correct form.
• Teacher asks other students to correct the error.
• Teacher uses a gesture to indicate that an error has been made.

By recognizing their errors, students will increase their acquisition toward the explained material and be aware of which one is right and which one is wrong.
Teacher’s positive feedback brings students’ positive impression toward English. Teacher’s positive feedback is a good starting points; Brown, S (1998) to build up student’s positive impression toward the materials. By providing feedback for students in classroom activity will attract students to get more students’ attention. Therefore, students will think that learning English is fun and interesting to follow. Moreover, the students are not afraid to be blamed if they make some mistake. They feel free to express their idea and enthusiastic to involve in every classroom activity.
By teacher’s positive feedback such as; praising, error correction and elicitation in a “Good Way” without any punishment and/ or blame of being wrong, students will draw some image that English is easy to learn. Those are a good starting point (Irons: 2008) for students to go through in EFL classroom and assume that English is easy and fun to learn. On the other hand, traditionally Littlewood (2006: 93) still find that many students will prefer to keep a “low profile”, in the hope that they will not be called upon to participate openly, Littlewood argues that it is for the reason that students feel that English is hard to learn. Here, teacher should be responsible to provide feedback in an appropriate way in order to wipe out students feeling toward English lesson, and re- drawn that English lesson is easy and fun to learn.
Teacher has a central role in most of EFL classroom in our country. Therefore teacher should be nice and friendly to the students. Teacher’s positive feedback will make students being secured and being helped to learn English. These make students love the teacher. It is an excellent chance to build a good relationship in classroom. When teacher-students have a good relationship, it will be a good starting point to run the EFL classroom smoothly and enhance the students’ learning motivation.
At short, teacher’s job is not only merely conveying the materials to the students. Teacher must pay attention toward motivation as a key in learning process (Irons: 2008) and some other certain psychological characteristic. Teachers should contribute some feedback in a “Good Way” by considering the impact toward students’ motivation in language learning and also the right time to provide and consider “When to push and when to stop”. Encouraging feedback is the effective way to get students motivation and also arouses the students to participate more in every class activity; it is also good to generate warm relationship among students and students-teacher as well. It does not matter if the students make some mistakes in language learning, because student-mistake is the one source of language-learning in classroom (Krashen: 1982). Moreover Krashen points out students-mistake are the one favorable way in language learning before language acquisition take place.

REFERENCES

Brown, S., Amstrong, S. and Thompson, G. (Eds) (1998) motivating students, London.
Cathcart, R and J. Olsen. 1976. Teacher and Students preferences for correction of classroom conversation errors. Washington, DC: TESOL.
Chaudron, C. 1988. Second Language Classrooms. Cambridge: Cambridge University press.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. China: Pearson education limited.
Hedge. Tricia. 2003. Teaching and Learning in the Language Classroom. New York: Oxford University press 2000.
Irons, Alastar. 2008. Enhancing Learning through Formative Assessment and Feedback. London and New York: Routledge.
Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Tsui, A. 1995. Introducing Classroom Interaction: Penguin Group.
Littlewood, William. 2006. Communicative Language Teaching. Cambridge: United kingdom at the University press.

Taken from Writing 5 project

Eating Vegetarian Food to Stay Healthy in Modernization Era - Setyo A.b, THE VILLAGE POST, SALATIGA | Thurs, 05/07/2009 08:05 PM | healthy food

As living in modernization era with more pollution, we do need to pay more attention in food that we eat to stay healthy. Some doctors state that eating vegetarian food is a good way to stay healthy.
Vegetarian food was found in 1990 with 5,000 members who choose vegetarian food for religious reason or health reason. Vegetarian food is for people who only eat everything concerning plants, and do not ever eat meat or anything of animal.
Nowadays, being a vegan seems like a lifestyle and the members of vegan itself is getting increase.
Do not ever think that vegetarian food is boring and plain. There are so many variant vegetarian foods which seem like an animal product food. Of course, all of them are not made from meal.
All of them are made from concerning plants material. Such as; bean, gluten, mushrooms and etc.
For example, we can see Bali surf Burger stall; a stall which serves grilled tempe as a substitution of meat in real burger. About the taste, vegetarian burger is as delicious as the real one. So, even though being a vegan we still can taste the delicious dishes.
It is really different with many years a go, finding alternative vegetarian food is really difficult.
“I feel much healthier, since I became a vegan. I never suffer any disease that people of my age should start suffering” Widodo 45 years old told; sharing his experience.
It is not expensive as we think to find delicious variant vegetarian dishes. We can find it easily in every side of city, one of the most famous stall in Salatiga which serves variant vegetarian dishes; kampoeng lama stall on JL. Patimura 69, east of Taman Sari Mall.
Vegetarian seem like a lifestyle nowadays. But actually, the most important being a vegan is to stay healthy and avoid any disease as minimum as possible. Dr. Candra state “being a vegan could avoid such a dangerous disease, such as high blood temper, high cholesterol, gout, etc”

Taken from Writing- 3 Project

Huge Dedication just worth with Lullaby

Low salary for teacher has faced so many problems in economic side; any price in market has risen up. It forces them to find another side job to fulfill their daily need with limited salary. Teacher usually borrows some money from the Bank to fulfill their need, and their salary will be cut of for Bank bill on the following months. Prof. Dr. Dedi Supriadi; book editor, state that teacher has been lullaby by the government by singing them “Himne Guru” which assume that they are “heroes without any honours” (pahlawan tanpa tanda jasa).

In 1960s era, it is very reasonable thing that teachers are highly respected figure, because they are assumed as a non-materialistic, but in this era of globalization, 1960s indicators value indicator is no longer relevant. This is in line with the four items recommended by Prof. Dr. Sutjipto, in Indonesia Education Conference. They gave four recommendations related to teachers’ prosperity and also improving education side in this country.

First: government needs to increase teachers’ salary in order to achieve a reasonable standard of living for teachers and families at least twice than current salary. Second: to prove government sincerity in the increasing teachers’ salary as certain efforts. Third: Improving the welfare of teachers conducted by the central government must be followed by participation of local governments, communities, businesses, and parents as well. Forth: after increasing teachers’ salary, it needs restructuring incentive system for teacher in providing functional benefits as the achievements of teachers in performing their tasks.

Critical Reflection
Nowadays education is an important thing in our life because it seems like our precious infestation for the future, So that we need high quality education system to achieve the infestation that we want. The thing that closely related to this case is “teacher”; we need to have a good teacher, it needs high consideration to get good teachers.

I agree with the opinion written in the article to increase teachers’ salary, because I think “salary” is also some factor which decides whether good or not that labor is. In this case if we paid the higher salary for teachers, it will also motivate them in doing their job. Take a look at the low paid teachers, commonly it will not motivate them at all, they will only do their job only as a requirement for getting money; they will do it “asal-asalan”( asal dapat uang) they do not really care about the result or the output. They will think what they are doing is priceless (they think that they are not respected by only get low-paid salary for what they do), ironically they will thing “for what I do my best if I only get a low paid salary for what I did?”

Moreover after they get stuck, they will try to find another side job. This sometime could break their concentration in doing their primary job as a teacher. They will think more in “how” to fulfill their need in low-paid salary rather than “how” to educate Indonesian well.
Just imagine if they are get high-paid salary and live in prosperity, they are will highly motivated. They will think no other thing than just educate the students. There is no other thought which is always haunting their life in fulfilling their needs, because the salary is enough to fulfill their need.

I think government does not appreciate teachers’ huge dedication by only giving them low-paid salary. It seems like “Eager to get high-quality product with only provide just a little money to buy, while you are shopping”; how do you assume that case? Only a little chance to get it come true I think.

The “lullaby” song Hymne Guru; just something irony for teacher I think. I think it is relevant for tens years ago, while we are still in colonization, everybody works even die without expecting anything to get back; what they want is only independence. Nowadays it is out of dated issue, everybody works for money even money is a “King” that could “Buy” everything.

Taken from Critical Pedagogy and Literacy Project

Poem in Three Parts (Robert Fly)

Oh, on early morning I think I shall live forever

As the grass wrapped in its clouds of green

Rising from a bed, where I dreamt

Of long rides past castles and hot coals

I have suffered and survived he night

And live forever, like the dust

Paraphrase

The poem “Poem in three parts” by Robert fly tells us to live full of spirit, because with spirit we can pass any difficulties in life. It also tells that anything is beginning with a huge intention and spirit in our mind and we must get what we want latter on.

Comment

The poem tells about the complete action of life. Begin with spirit, struggling with any difficulties of life, and finally getting happy ending of life (get what we want). We can see it clearly as the poem divided into three parts.

The first part tells that anything must begin with spirit and intention. It is represented in the first line “Oh, on early morning I think I shall live forever”, early morning means in the beginning of life. Spirit and intention is represented in “I think I shall live forever”. Actually we will never live forever in this world, but it is only to emphasize how big the spirit that we need is to face our life which is not short. Beside spirit, we also need a huge intention. It is represented in the third line “as the grass is wrapped in its clouds of green”

The second part tells about struggling of life; struggle with any difficulties that we face in life. At the first stanza we can see the word “morning” but her it is changed into “rising from a bed”. It means that after we have a big spirit and intention in our mind, it is time for us to suffer any difficulties in life. Life can not be separated with difficulties. Those kinds of difficulties are presented in “hot coals”, the sun lies happily on my knees”, bathed in the dark water”. It also tells us that we can pass it if we struggle to face them. It represented in “I have suffered and survived the night”. Here night means difficulties in life. As we know that night is dark.

The third part tells that we will get what we want after suffering any difficulties. It is represented in “Plunging in the wind, call us to disappear”. Even we can dominate our life or the world (“into the wilds of universe”). At the end of the poem reminds us to keep our spirit in mind to face our life letter on, because if we have got what we want. It does not mean our life is over. We have still any challenge in the next. It is represented in the two last lines “where we shall sit at the foot of plant, and live forever like the dust”.

What the poet writes reminds me with my past experience. At that time, I took some course and tried to get good grade, but only with a little intention and less spirit, as a result I could not to get good grade and only got “C” at that time. A few months after that, I realize why I did not get what I want; because of less spirit and intention, I did not struggle hard to get it. In the next semester I re-take that course again but in this semester I had a huge intention to get a good grade. I studied hard and never skip the class and as a result at the end of semester I got an “A” on that course. So that, I can take a message that it is useless if we do something without any intention or huge spirit because we will not get optimal result.

Question:
What we can do if we still not get what we want yet after trying hard to get it?

Taken from Literature appreciation project

Javanese Culture as a Value System

I live in Central java where culture still has important role when we interact each other. Culture still decides whether it is right or wrong, whether it is proper or improper morally. I think it seems like an unwritten laws which also has some cultural or social punishment if we prohibit that rule. For example we will become disrespected people, if we do something improperly. Javanese culture guides us the way we speak, wear some clothes, and behave. It is considered as a “Culture as a Value System”. As a Javanese, I also have experienced Javanese culture as a value system which makes me more understand about that value. Culture always interferes the way I am speaking, which one is considered as proper clothes, and the way I behave. I can not ever avoid that “culture-guidelines”, if I still want to be accepted in my surrounding. Because in Javanese, collectivism is priority, every culture-guideline helps us to live in a pleasure as an achievement.

Culture determines us to wear proper clothes. One day I ever experienced wearing improper clothes in a formal case. I have a side job as a teacher where other teacher staffs are old people as the age of my parents about fourteens years old. Everybody wear formal clothes such as batik, cotton trouser. One day I do the job wearing a jean as a trouser because I do not feel confidence wearing kind of cotton trouser. All the teacher staff got surprised looked me wearing jeans, but they did not say anything, but they did not treat me well. They seemed like refused me to be there, if I talked to them; they will only answer at sufficiently. I feel like a disrespected boy. I really felt insecure and created such a horrible situation for me. Without saying anything to prohibit me wear jeans, I did not understand what that horrible situation means to me. After got back home I tried to share that experience to my mother. She answered that what I wore was considered as an improper thing that cause inconvenience situation for me as a social punishment for breaking some “unwritten rule”; most Javanese judge people by appearance (aji ning rogo soko busono)

Culture determine us how to speak properly. More over, Javanese has complicated language which has some different level; ngoko, kromo alus, and kromo inggil. With whom we speak to, it will be different in using those kinds of language. We must use basa kromo for older. One day I ever prohibited it. I spoke with older by using basa ngoko in order to create relax situation, but as a result the man who I talked to seemed like refuse talking to me on the next days. Actually, I have realized that use of language, but I tried to create friendlier atmosphere, as I used to speak to the other same age, I eager to apply “basa ngoko” with older in conversation in order to make it more “Santai”. On the other hand, if we use basa ngoko to the older, it sounds like we do not respect the older that we speak to (ngajeni=respect).

Culture determines us to behave properly (toto kromo). A concrete experience is I will behave differently if I behave in from of my parents than behave in front of my friends. For example the way I eat some food will be looks more smoothly if I do it in front of my parents or any other older people (tiang sepuh), then it will give me more freedom if I eat at foot-stall; gathering with my friends. I will eat while my foot steps on the chair and get some cigarette to smoke after eating. Just imagine if I do it in “Kumpulan RT” (local resident area meeting), every man who gather at that place will judge me as a bad mannered boy who can not respect each other. So I have to be situational to behave; with whom I gather will determine how I should behave.

I can conclude that I have to consider “Culture Value” in whatever I do. I live with people in surrounding, so I can not live separately from culture at all. Culture has controlled our live. I am a social creature; I can not live without anyone’s help, so I have to be accepted in my surrounding. I think considering “Culture Value” for whatever we do is the best way in order to be accepted in surrounding.

Taken from Cross Cultural Understanding (CCU) project

CREATING PASSIONATE ATMOSPHERE IN LEARNING ACTIVITY

TOPIC : Fruit

LEVEL : 3rd grade of elementary school
Student background: most of the students live in the village and have their own garden at the backyard. Most of the trees are a fruit plant. Various fruit become familiar to their live and eating fruits seems like a lifestyle. Fruit is also 1st commodity for making a live for that village. Beside that explanation, vocabulary about fruits will be easier to be understood by children.
TIME : 45 minutes
BACKGROUND
Based on the theory; “the language uses only target language in the classroom. Actions, picture and realia are used to give meaning otherwise. Since the native language different has separated language system”. According to that theory, young learners addicted to something that fun, colorful and playful. By giving some games during the class activity, the learners won’t be bored and enjoy their activity in their class. In addition, game is one of the ways to make the atmosphere enjoyable. The activity that we used in the class is very simple and familiar to the children. By using fruit chart, we try to explain and enrich the students vocabularies and at their knowledge about various kind of fruits. The activity encourages the students to practice their speaking and reading skill.
AIM :

• Given game “Spinner and spelling”, students will be able to write at least ten fruits name during the activity to improve their writing skill.
• Given a song related to the topic (fruit), students will be able to write fruit names that they listen to with 75% accuracy in order to improve their listening skill.
• Given a fruit chart, students will be able to speak given chart with 70% pronunciation accuracy in order to improve speaking skill.
• Given a story about fruit, students will be able to understand 70% of the story by reading the text in order to improve reading skill.

MATERIALS : List of spelling words, song, story book, Fruit chart, and fruit chart transparency.
TOOLS : Some spinners (or dice), chalkboard and chalk (scorekeeping), Over Head Projector
(OHP).
PREPARATION : Stick fruit chart on the blackboard, bring all the materials and tools to the class.
PROCEDURE :
1. “Spinner and spelling” Game (writing skill) 10 minutes

• Step 1: teacher divide students into groups consist of four students and have them sit in a row at desk.
• Step 2: teacher gives the first member of each group a spinner to determine the number of points each pictures (Attachment 1) which has been stick on the blackboard.
• Step 3: select a group to go first to spin the spinner.
• Step 4: announce the number of point as determined by the spin, and guess the picture on the chart, and then write it down.
• Step 5: if the students are correct, the students receive the number of point determined.
• Step 6: the students who can guess more than the others get reward (attachment 4) from the teacher.

2. Listen to the song (Listening skill) 10 minutes

• Step 1: Teacher gives the students gaps song lyric (Attachment 2).
• Step 2: Teacher sings cheerful song (“Imagine the fruit song”) twice in slow motion.
• Step 3: Teacher asks student to fill in the gaps according to teacher singing individually.
• Step 4: Teacher collects the students answer sheet.
• Step 5: Teacher shows complete song lyrics (Attachment 3) by Over Head Projector (OHP) with colorful picture fruit on it.

3. Guessing activity (Speaking skill) 10 minutes

• Step1: Teacher asks the student to sit in pairs.
• Step2: Teacher asks each of pairs to guess the name of picture (fruits) on the blackboard by speak it up.
• Step3: The pairs which could pronounce correctly will get one point.
• Step4: The student which the most point will be the winner in this game and will get a reward (Attachment 4)

4. Reading Story (reading skill) 10 minutes

• Step1: Teacher gives the students story text (Attachment 5).
• Step2: Teacher asks the students to read given story text.
• Step3: teacher asks the students to answer provided questions in order to check their understanding toward the story.

FOLLOW-UP: (5 minute)
Teacher gives several questions to check the students understanding about material have been given, such as:
a. Ask the student to mention the particular fruit name that the teacher point out!
b. Ask the student to mention some fruit plant that they have in their own garden!
c. Mention some of fruits name from the chart that they like the most!

Taken from TEFC- Project

TEFL- lesson Plan

Lesson Plan
Target Students : 11th grade of senior high school
Time Allocation : 2 X 45 minutes
Genre/Topic : narrative text/Aladdin
Skills : Reading and writing
Aims :
1. Students will be able to comprehend the meaning of the text
2. Students will be able to identify the main idea of the text.
3. Students will be able to identify specific details of the text.
4. Students will be able to create short paragraph about the prediction of the story ending.
5. Students will be able to recognize new vocabulary and its synonym
6. Students will be able to produce sentences from the vocabulary in the text correctly.
7. Students will be able to identify the meaning of vocabulary from its synonym.
8. Students will be able to identify the meaning of vocabulary through its antonym.
9. Students will be able to pronounce the vocabulary with 80% accuracy.
No Activity Duration
Teacher Students
Pre-Reading
1. Asks students to imagine what fairy tale or legend which they like and why they like it. Answer the teacher 2’
2. Introduces the students about the topic which is Aladdin and ask them to brainstorming guessing what vocabulary will appear in the text Are brainstorming and imagine what kinds of vocabulary which will appear in the text 1’
3. Distributes the text titled Aladdin and asks the students to read it carefully and underline the difficult vocabulary Read the text carefully and underline the difficult vocabulary 3’
4. Explains the meaning of the difficult vocabularies Recognize the vocabulary meaning 3’
5. Ask students to discuss in pairs what the main idea of the text is. Discuss in pairs about the main idea 2’
While-Reading
6. Distributes comprehension question sheets and asks the students to answer it (attachment 1.) Answer the comprehension questions from the question sheet 8’
7 Asks students to discuss the answers in groups or pairs and give feedback about their answers. Discuss the answers in pairs or groups and listen to the teacher’s feedback 5’
8. Asks students to predict what is the ending of the story will be Answer the teacher 1’
9. Gives example about the story ending in a short paragraph and then asks the students to make a short paragraph about the ending of the story too. Listen to the teacher explanation and then make a short paragraph 10’
10. Explains to the students some synonym of words in the text. Listen to the teacher 3’
11. Gives exercises about matching words and asks students to do it in pairs Do the exercises 3’
12. Explains the answers and give some feedback to the students Listen to the teacher explanation and feedback 2’


Attachment 1.
1. Why Aladdin did not give him the lamp? (inference)
2. Is the magician Aladdin’s uncle? (literal)
3. If not, why he pretend as his uncle? (reorganization)
4. Where the magician put the ring on Aladdin? (literal)
5. What is the magic word to move the stone? (literal)
6. Why Aladdin suddenly felt very frightened when he climbed the steps? (inference)
7. What do you think will happen to Aladdin? (prediction)
8. If you were Aladdin, what will you do? (evaluation)
9. Which part of the text that you like and dislike? Why? (personal response)
10.

Curriculum and Material Development

Grade : X
Semester : 1
Number of students : 40
Topic : Invitation
Time : 90 minutes (2 X 45 minutes)
Language competence : Writing and listening

I. Standard Competency
I.1. Expressing the meaning in short functional written text in daily life context.
I.2. Understanding the meaning of transactional and interpersonal conversation
in daily life context.

II. Basic Competency
II.1. Expressing the meaning in written short functional form, such as:
announcement, advertisement, invitation, etc, in Formal or informal
language in variety written English; accurately and fluently.
II.2. Respond the meaning in transactional conversation and inter personal
conversation in formal language or informal language using simple
variety spoken English accurately and fluently in daily life context, such as: introducing, accepting offer, invitation, etc.

III. Teaching Materials
1. Typical expressions and responses in invitation.
2. Some letters of birthday invitation
3. Dialogue.


IV. Indicator

A: the students of 10th grade of senior high school
B: able to match between expression and responses of inviting others
C: given the explanation about useful expression in making invitations text
D: with 80% accuracy
→ Given the random useful expression and responses in invitations text, the students of 10th grade of senior high school will be able to match between expression and responses of inviting others, with 80% accuracy.

A: the students of 10th grade of senior high school
B: able to make their own invitation letters creatively
C: given explanation and sample of invitation letters
D: with no errors occur
→ Given the explanation and sample of invitation letters, the students of 10th grade of senior high school will be able to make their own invitation letters creatively, with no errors occur.

A: the students of 10th grade of senior high school
B: able to complete the missing words
C: Given incomplete dialogue script
D: correctly
→ Given the incomplete dialogue script, the students of 10th grade of senior high school will be able to fill the missing words correctly.

For complete teaching activity guideline, You can click link bellow