CHAPTER II

REVIEW OF RELATED LITERATURE

A. Reading

Reading is one of the important skills in English and it gives many benefits for

us. Reading is the window of the world. By reading, people can get more knowledge

and information from books, magazines, newspapers, and others.

1. Definition of reading

There are some definitions about reading. Reading is a digestive

process and it has two principles, they are learning by understanding, which

means selecting, discriminating and organizing. 16 Reading is one of four skills

in English that the students should acquire. Reading is a process of readers

combining information from text and their own background to build meaning. 17

It means that the readers should combine their knowledge and what the

information they read. It is a very important skill that the students need for the

success of their studies.

2. Importance of reading

Reading is one of the most important skills in learning language

besides listening, speaking, and writing. Reading is an activity that involves

greater level concentration and gives conversational skill to reader. 18 It acquired

16
Zainuddin, “The Use of Group Work in Teaching Reading for the First Year Students of
MAN Pamekasan” (Skripsi, IAIN sunan Ampel, Surabaya, 2009), p.9
17
David Nunan, Practical English Language Teaching (Singapure: The Mc Grow Hill
Company, 2003), p.68
18
Damian Sofsian, “The Importance of Reading”, in http://ezinearticles.com/?the-importance-
of-reading&id, 29th August 2018.

10
 11

a lot of knowledge. Besides, reading can improve students’ knowledge and

comprehension.

In general, there are two reasons why reading is important in daily life:

a. Reading will help to achieve some clear aim or information. It means that

reading is one of the ways to get information.

b. Reading is needed for career, for study purposes, or simply for pleasure. 19

There are read a book to improve their knowledge and also there are read for

pleasure. Such as read comic, magazine, or novel.

For language teaching, reading is useful for language acquisition. 20 It

can help to improve students’ English ability. Reading competence is important

because it underlines success in all areas of study in high school, but it is

essential to personal enrichment and development of intelligent citizenship. 21 It

means that increasing the ability of reading indicates a student's success in other

subject areas. If their reading is good, others must be good too.

In addition, Reading can be used to improve their language

components.22 It means that by reading, the students may improve their

language skill, such as their grammar and vocabulary. So, reading is important

daily life. By reading we can get pleasure, we can get information and more

knowledge.

19
Jeremy Harmer, How to Teach English (Longman: Pearson Education Limited), p.99
20
Jeremy Harmer, How to Teach English, p.99
21
Brown, et al. Teaching Secondary Language: Alternative Approach (Ohio:Newburry House
Publishers Inc), p.161
22
Nuttal, C. Teaching Reading Skills in a foreign language (Maclmillan Heneman,1996), p.30
 12

3. Types of reading

Reading has several types as follows:23

a. Intensive reading

Intensive reading is related to further in language learning under

the teacher’s guidance. Intensive reading will provide a basic for explaining

difficulties of structure and for extending knowledge of vocabulary and

idioms. Intensive reading material will be the basis for classroom activity. It

will not only be read but will be discussed in detail in the target language,

sometimes analyzed and used as a basis for writing exercises. Intensive

reading is text reading or passage reading. In this reading the students read

the text to get knowledge or analysis. The goal of this reading is to read

shorted text. This reading is done to carry out to get specific information.

b. Extensive reading

Extensive reading is used to obtain a general understanding of a

subject and includes reading longer texts for pleasure. The reader wants to

know about something. The reader doesn’t care about specific or important

information after reading. Usually people read for to keep them update.

c. Aloud reading

Aloud reading is basic form of classroom organization and

disciplines. In reading aloud, the students are confronted with written

sentences which haven’t spoken before. The aim of reading aloud is the

achievement or better speaking ability and the pronunciation of the students.

23
Patel and Jain, English Language Teaching: Methods, Tools and Techniques (Jaipur: Sunrise
Publishers & Distributors, 2008), p.117-123
 13

Aloud reading means reading a book by producing sounds audible to

other. Reading aloud by the teacher can help the students in the improvement of

their listening ability. Reading aloud is useful at specific moment alone.

Reading aloud prevents the students from learning to understand the meaning of

a sentence even when he may not know one word in the sentence.

d. Silent reading

Silent reading is a very important skill in teaching of English. This

reading should be employed to increase reading ability among students.

Silent reading is done to acquire a lot of information. Silent reading must be

based on student’s selected text. Silent reading enables the students to read

completely silently without making sounds and moving his lips. It helps him

read with speed, ease and fluency. It aids comprehension and expands the

student’s vocabulary. Silent reading means reading something without

producing sounds audible to other. In silent reading the students can more

easily work at their own material pace or speed.

B. Teaching Reading

Teaching reading in English can be defined as an activity to show or help

students how to read very well, comprehend the text and get information or

knowledge from an English text.

1. Principles of teaching reading

In teaching English, teacher as the center and facilitator to the students

in the classroom needs to prepare some teaching strategies and principles to

teach the students so that they can understand well what the teacher teach in the

classroom.
 14

There are ten principles of teaching in reading learning. 24

a. Lowering Inhibitions

In the classroom, students need some activities to decrease their

difficulties in studying English. The teacher can apply these activities, those

are, playing guess and communication games, doing role-replay and skits;

sing a songs, using group work, laughing with the students, having them

share fears in small groups.

b. Encouraging risk-taking

When students feel afraid in making mistakes in studying or doing

exercises, some efforts can be applied in the classroom, those are, praising

students for making science efforts to try out language, using fluency

exercises where errors are not corrected at that time, giving outside-of-class

assignments to reading or to try out the language.

c. Building students’ self confidence

Teacher need to build the students’ confident in studying English

because self confident is one of important factor which influents the

students’ success in studying English. To do that, teacher should tell students

explicitly (verbally and nonverbally) that he or she do indeed believe in them

that their students can do their job. Teacher should ask them make lists of

their strengths of what they know or what they have accomplished so far.

d. Helping students develop intrinsic motivation

Developing intrinsic motivation can help students to improve their

achievement in studying English. Some efforts that can be done by the

24
Richards And Renandya, Methodology In Language Teaching (Cambridge: Cambridge
University Press, 2002), p.16-17
 15

teacher are reminding students explicitly about the rewards for learning

English, describing students that many jobs requires English, playing down

the final examination in favor of helping students to see rewards for

themselves beyond the final exam.

e. Promoting cooperative learning

In studying English in the classroom, teacher needs explain that

cooperative learning in the class is more important than competition between

the students. Some activities can be done in cooperative learning are

directing students to share their knowledge in a group, asking the students to

think of themselves as a team so that the students who have a good ability in

learning can help the students who do not have it.

f. Encouraging students to use right-brain processing

In studying English, teacher should insist that learning is not only

doing exercises and decide the right and the wrong answer but the teacher

also needs some activities to develop the students’ creativity in learning

English. Some activities which can be done are using movies and tapes in

class, having students read passages rapidly, doing skimming exercises,

doing rapid ‘free writes’, doing oral fluency exercises where the object is to

get students to talk or to write a lot without being corrected.

g. Promoting ambiguity tolerance

Making the classroom is enjoyable and comfortable is a good way to

make students feel relax in studying English. Some activities can be done are

encouraging the students to ask you and each other, questioning when they

do not understand something, making your theoretical explanations very

simple and briefly by doing translation into a native language to clarify a

word or meaning.

h. Helping students use their intuition

Making the students not depend to the teacher is a good way to

building their intuition. Some strategies can be done by the teacher are

praising the students for good guesses, doing not always give explanation of

errors, letting a correction suffice and correcting only selected errors.

i. Getting students to make their mistakes work for them

Teacher does not need to correct and always explain why the students

make errors in their learning. Asking the students to do self learning

activities are the good way for them. Some activities can be done are

recording students’ oral production and getting them to identify their errors,

letting students catch and correct each other’s errors, encouraging students to

make lists of their common errors and to work on them on their own.

j. Getting students to set their own goals

Setting the students’ own goals are good way to improve their study.

The activities are asking them to make list of what they will achieve on their

own particular week, getting students to make specific time commitments at

home to study the language, and giving “extra credit” work.

2. Components in teaching reading

There are some components in teaching, they are:25

25
Brown, et al. Teaching Secondary Language: Alternative Approach, p.53-55
 17

a. The goals of the learning

There are two goals can be achieved by the students, those are long-

and short-term goals. Long-term goals may include the mastery of English,

the passing of an exam (at the end of the year), the possibility of a better job

in the future, etc. Short-term goals, on the other hand, might be the learning

of a small amount of new language, the successful writing of an essay, the

ability to partake in a discussion or the passing of the progress test at the end

of the week.

The teacher can encourage the students to learn English and active in

the reading class to achieve the long-term goals by emphasizing those long-

terms goals is more important for them to be achieved by them. To motivate

them in learning English, the teacher also can use the short-terms goal by

giving them some points to them. If they can involve in teaching and

learning English, they are active in the reading class, and they can get high

score in the reading class, the teacher can give the class rank and some

rewards for them.

b. Teacher

There are some aspects which have to pay attention when talking about

teachers. However, this part focuses on characteristics and roles of teachers.

There are some characteristics of good language teachers. Firstly, the

teachers should love and comprehend English language such as listening,

speaking, reading, and writing. Secondly, they understand and use a wide

variety of techniques. Next, they give optimal feedback to students, use

appropriate principles of classroom management, adapt textbook material

and other audio creatively, enjoy people, and show enthusiasm.

In a classroom, teachers’ roles can influence activities. It means that

the teachers change from one activity to another. If they are fluent at making

these changes, the effectiveness as the teachers is greatly enhanced. These

are roles of a teacher:

1) Controller

Teachers as controller are always needed in the class activity when

the teacher teaches the students. A controller determines what the students

do, when they should speak, and what language forms they should use. In

addition, a controller takes the roll, tells the students things, organizes

drills, and reads aloud.

2) Organizer

Teachers should be good organizer. It means that the teachers

should organize the students to do various activities. This often involves

giving the students information, telling them how they are going to do the

activity, putting them into pairs or groups, and finally closing things

down when it is time to stop. The first thing that has to be done by the

teachers is that they need to organize students so that the students are

involved in the activity. To do this, the teachers can create fun activity,

such as playing games. Next, the teachers give any necessary instructions,

and say what students should do first and next.

These are important steps so that the students know what should be

done in the activity. The teachers should give demonstration or an

example to do the activity clearly. If the students have understood, start or

initiate the activity. The teachers can stop the activity when the students

have finished. The last one, the teachers give feedback about language

use. It is because the students can know which one is right or wrong in

doing the activity.

3) Observer

In a classroom, teacher does not only teach the students but also

observe them. It is aimed to give them useful feedback. In the classroom

observation, the teachers watch students’ learning process in order to

judge the success of different materials and activities. The teachers can

make changes in the future if the activities are not appropriate to the

students’ needs.

c. Students

Students can learn language well, get good mark, pass exam if they

study hard and have motivation. Motivation is the extent to which you make

choices about goals to pursue and the effort you will devote to that pursuit. It

means that motivation is people’s desire to achieve goal. Motivation can

come from outside or inside. Motivation which comes from outside is called

extrinsic motivation and from inside is called intrinsic motivation.

d. Interesting activities and materials in the class

The students tend to study and involve in the reading class when they

get interesting activities and interesting subjects that they learn in the class.

The teacher can use the different activities that can make the students

interest to join in the reading class. Using the interesting activities and
 20

materials will make the students like the reading class and enthusiastic to

learn the subject that we give. The teacher also can use some media that can

make the lesson become interesting.

e. Media

Media are supporting materials that can motivate students and can

effectively explain and illustrate subject content. On the use of materials in

order to make the students motivated to learn something and to make clear

the content of a subject. Media as any tools, methods and technique used to

make the communication and interaction between the teacher and the

students more effective in the teaching learning process. Here media can be

anything, material and non-material, physical, and non-physical, those are

useful to support the communication and interaction in the teaching learning

process. It can be for explaining, motivating or making clear the thing being

discussed about.

In this globalization era, many schools use technology as teaching

media to support the teaching and learning process. It also happens in the

English language teaching-learning process. An educational institution has a

promising new technology that could offer linguistic input and output,

feedback, students’ collaboration interactivity, and fun.

Based on the definition above, it can be concluded that modern

technology can help the students to acquire the new knowledge or skill and

the new changes of behavior after getting the assistances from the modern

device called Computer Assisted Language Learning (CALL) or Computer

Learning.
 21

There are some uses of computer in teaching learning in English, those

are:26

1) Computer as reference

Computer can be used as reference to learn English because it can

be connected to internet. And by using internet the students can find all

subjects or topics they want to study. Some dictionaries that offer

definition, the meaning of the words and how to pronoun the words can

be opened from the computer. Because of this media, the teaching and

learning become easier.

2) Computer as teaching and testing programs

Teacher can use computer as course book to teach the students.

When the students feel bored with their course book and sit behind their

desks for hours, the teacher can use computer to design the materials by

decorating it with some visual and sound which make the materials very

attractive. Some programs in the computer can be used in teaching the

materials such as Power Point.

Power Point is a presentation program developed by Microsoft. It

allows users to create anything from basic slide shows to complex

presentations. Power Point is often used to create business presentations,

but can also be used for educational or informal purposes. The

presentations are comprised of slides, which may contain text, images,

and other media, such as audio clips and movies. Sound effects and

animated transitions can also be included to add extra appeal to the

26
Jeremy Harmer, How to Teach English, p.145-146
 22

presentation. By using Power Point, the teacher can make interesting

materials in the slide shows which can interest the students to pay

attention to his/her explanation.

f. Evaluation

In education, evaluation is defined as the process of obtaining

information and using it to come to some conclusions which will be used to

take decisions whether the students have understood the materials given by the

teacher or not. It is also used to measure how far the students master the

materials from the learning process in the classroom.

3. The role of technique in teaching reading

In teaching reading, the role of teachers is important because they

determine whether the reading lessons are successful or not. So, the teachers

have to know how the role of technique in teaching reading in order to their

students can be good readers.

There are five roles in technique of teaching reading, they are:27

a. Helping students to read

The teacher as facilitator and promoter in reading activity helps and

encourages the students in order that they participate in the reading lessons.

b. Providing a chance to learn

The students should be given an opportunity to read by themselves.

They get their first chance to overcome some problems through reading text,

27
Ainy, “The Use of Pre-Reading Activities to Increase Students’ Reading Comprehension
Achievement at 8th Grade Students of SMP Muhammadiyah 5 Surabaya” (Skripsi, IAIN Sunan
Ampel, Surabaya, 2011), p.20
 23

so that they understand what the problems in the text, then they can explain

with their own words.

c. Teaching letters and words

In reading activity, the students find out letters and new words of the

text. It is difficult to memorize new words or letters in the text. So, teacher

has to know how to help the students remember new words and letters more

easily using appropriate technique.

d. Discouraging the guess

Teacher should be able to increase the students’ motivation to read

critically by predicting and identifying unfamiliar words where the students

comprehend the reading material.

e. Creating interesting and meaningful reading activities

The teacher has to make the good atmosphere in the classroom,

because the students like something which can make them interested to

follow. This is one of important thing to teach technique reading. If the

students are interested, it can influence their reading comprehension.

4. Strategies in teaching reading

In teaching reading comprehension, the teacher needs some strategies to

make the students comprehend the reading texts. The following are ten

strategies which can be applied in the teaching reading comprehension in the

classroom:28

28
Brown, et al. Teaching Secondary Language: Alternative Approach, p.306-311.
 24

a. Identifying the purpose in reading

By knowing the purpose of what the reader reads, the reader can

throw the unwanted distraction or information. By doing this, students know

what information they want to know in reading the texts.

b. Using graphemic rules and patterns to aid in bottom up decoding (especially

for the beginning level learners)

At the beginning levels of learning English, one of the difficulties

that students encounter in learning to read is making the correspondences

between spoken and written English. Here teacher also need to teach how to

read the sound words with sort vowel sound such as (bat, leg, wish, etc) and

the sound words with final silent “e” such as (late, time, bite, etc).

c. Using efficient silent reading techniques for relatively rapid comprehension

(for intermediate to advanced levels)

In advanced learner, teacher can apply reading fast to reduce time

consuming in reading. Readers do not need to pronounce every word and do

not need to know the meaning of every word but the comprehension of the

text is more important.

d. Skimming the text for the main ideas

Skimming is the one of the most valuable reading strategies for

learners. Skimming consist of quickly running one’s eyes across a whole text

(such as an essay, article, or chapter) to find out what the text tells about or

to find out the main idea of the text. Skimming gives readers the advantages

of being able to guess the purpose of the passage, the main topic, or

massage, and possibly some of the developing or supporting ideas.

e. Scanning the text for specific information

Scanning is quickly searching for some particular piece or pieces of

information that the reader needs in reading a text. Scanning exercises may

ask students to look for names or dates, to find a definition of a key concept,

or to list a certain number of supporting details.

f. Using semantic mapping or clustering

Readers can resume the long string of ideas or events by grouping the

important key of the word they get from the reading. The strategy of

semantic mapping, or grouping ideas into meaningful clusters, helps the

reader to remember the contents of the text.

g. Guessing when you are not certain

Guess are an extremely broad category. Learners can use guessing to

their advantages to:

1) Guess the meaning of a word.

2) Guess grammatical relationship (e.g., a pronoun reference).

3) Guess a discourse relationship.

4) Infer implied meaning (“between the lines”).

5) Guess about a cultural reference.

6) Guess content massages.

Those micro skills can be used for the teacher as strategies to overcome

the difficulties in the students’ reading. Moreover, the students should

encourage themselves to be strong readers. Strong reading skills help the

students in all the other subjects and in the personal and professional lives on

their future.
 26

C. Feedback

Feedback is one of some important factors which support the success of

students in learning process. By feedback, students can be know their strengths and

weaknesses.

1. Definition of feedback

There are many definitions of feedback. Feedback is the communication

of a response to a student’s performance in relation to a given task. This

response can be written, oral, electronic or a combination of all. 29 Terry also

argued that Feedback is any response made in relation to students’ work such as

an assessment task, a performance or product. It can be given by a teacher, an

external assessor or a student peer. It is usually spoken or written. 30 It means

that as students already accomplish their learning, they need correction,

criticism, or even appreciation from any other sources to assess their learning

result.

2. Purposes of feedback

Feedback has some purposes. The purposes are:31

a. Feedback provides information for teachers and students.

Feedback is a way for teachers to describe their learners' language. It

gives teacher information about individuals and collective class progress

and, indirectly, is a form of evaluation on their own teaching. While for

29
Linda Westphalen, Learning Guide: Making the most of feedback ( The University of
Adelaide, Australia 2010), p.20
30
Terry Crowe, Providing feedback for student learning (Curtin University of Technology,
2015), p.2
31
Irra Alfa Diansyah, “Using Feedback in the English Learning Process as A Technique to
Improve the Writing Ability of the Tenth Grade Students of Sman 1 Pleret” (Skripsi, Universitas
Negeri Yogyakarta, Yogyakarta, 2012), p.23-25
 27

learners, feedback is ongoing form of assessment which is more focused

than marks or grades. By highlighting strengths and weakness, the comments

provide information about individual progress, unlike marks or grades,

which tend to compare one student with another. The comments can also

give direction about language, by stating a rule or giving an example. One

way to focus on comments is to consider question about their language use.

b. Feedback provides students with advice about learning

Teachers can provide students with more than simply description of

their language use. Comments can also be made on the students’ learning

process

c. Feedback provides students with language input

The teacher's written feedback provides students with meaningful and

individual learning input. The teacher's words, both in their form and

purpose, illustrate how language is used in one to one communication. That

is why it is important to extend students' language by writing comments in

language at a level slightly higher than the students' own current language

use. In this way student can learn new vocabulary and structures in context.

d. Feedback is a form of motivation

Feedback can be more motivating than grades. It can encourage

students to study and to use language to the best of their ability by

considering whatever the teacher knows about the learners' attitudes.

e. Feedback can lead students toward independency

One long term purpose of feedback is to lead students to the point

where they can find their own mistakes. Feedback is not only correcting
 28

students' errors but it should also provide information for the teachers and

the students, provides students advice about learning, and a form of

motivation. So, it is expected that by giving feedback to the students can lead

them toward independency.

3. Sources of feedback

There are sources of feedback to give to the students, there are:

a. Teacher’s feedback

Giving feedback to students is one of teacher important role. Teacher

feedback can be written or spoken. Teacher gives comments or responses on

student’s activity. Teacher also gives suggestion in order to improve their

reading skill competency. In giving feedback, teacher considers not only the

errors found in a piece of learning but also the responsibility to them. 32 It

means that teachers’ feedback is the complete comment on learning process.

Spoken feedback is usually given when students are just completing their

speaking or reading activities in the classroom. Written feedback is usually

given on the students’ assignment after submitting their work. Teacher gives

immediate comments or suggestions to student right after the work done.

b. Peer feedback

Students also can give feedback each other after or during students’

learning activity (peer feedback). They give comments on the other students’

performance in order to give critics, suggestion and sharing idea. Peer

feedback can reflect cooperative learning as it requires interaction between

one student with another.

32
Ken Hyland and Fiona Hyland, feedback in second language writing (London: University
of London, 2006), p.117
 29

c. Self-feedback

Teacher can also ask students to evaluate their own work. Through

self-evaluation, they are expected to know the strength and the weaknesses

of their own skill. Doing self-evaluation, students are given a kind of guide

in conducting self-evaluation.

Self-feedback is included in assessment for learn. The assessment is

used to improve learning. Doing self-assessment, students are expected to

receive positive feedback that can improve their learning.

Using self-assessment as feedback can give advantages. There are the

advantages for using self-assessment as feedback:33

1) It makes the students aware of the goal and familiar with the

characteristic of good performance.

2) It helps them work out how to improve.

3) It encourages students to take responsibility for their own learning.

4) Students learn to learn.

5) It makes the students realize that success or failure depends not on talent,

luck or ability, but on practice, effort and using right strategies.

4. Forms of feedback

Feedback has two forms as follows:

33
Hari Subagyo, “A Study of Teacher's Feedback to Give Correction on Studens' Error in
Writing at The 11th Grade of Language Class in Sma Negeri 1 Kota Mojokerto” (Skripsi, UIN Sunan
Ampel, Surabaya, 2015), p.11
 30

a. Written feedback

Written feedback tends to be given after a task. Effective written

feedback provides students with a record of what they are doing well, what

needs improvement and suggested the next steps.

There are four techniques in giving written feedback, they are as

follows.34

1) The teacher gives sufficient clues to enable self-correction to be made.

2) The teacher corrects the task.

3) The teacher deals with errors through marginal comments and footnotes.

4) The teacher uses the error as an illustration for a class explanation.

b. Oral Feedback

Oral feedback is one form of giving feedback. This feedback is given

by orally. It can be given to an individual, to a group or to the whole class.

By this feedback, students know what one has done right and what could be

improved right after their performance, not a day or a week later. Thus, the

issue is still fresh and students can assume that they also feels more

motivated to listen to the feedback, because they still remembers how the

task and their performance.

5. Ways to give feedback

There are two ways to give feedback. They are as follows:

a. Direct feedback/Immediate feedback

Direct feedback/Immediate feedback refers to teachers’ comments

delivered on the spot when a mistake or a good point is made by students.

34
Irra Alfa Diansyah, “Using Feedback in the English Learning Process as A Technique to
Improve the Writing Ability of the Tenth Grade Students of Sman 1 Pleret”, p.29
 31

The advantages of using immediate feedback are that it enables teachers to

give support or encouragement when students are confused about their

making mistakes, when students need to be motivated and also the

opportunity for immediate feedback to make sure the message was

understood. Although immediate feedback has some advantages, it also has a

weakness that is miscommunication. Sometimes what the students hear is

not what is meant.

b. Indirect feedback

Type of this feedback is used to show the location of student’s

mistakes. It can be a question mark, check mark, circling the wrong word

and sentence, and also can be a underline mark. The weakness of this

feedback is that sometimes students find it difficult to understand why it's

wrong. It can be happen cause lack of knowledge of students about matter of

the subject.35

6. Types of feedback

Types of feedback based on situation:36

a. Formal Feedback

This feedback is given when learning process is during in class room.

The teacher visits student one by one to make sure they are on the right way.

If the teacher gets a student who have difficulties, the teacher can give

explanation about things that are not understood by student. So, that can help

to decrease student's confusing.

35
Irra Alfa Diansyah, “Using Feedback in the English Learning Process as A Technique to
Improve the Writing Ability of the Tenth Grade Students of Sman 1 Pleret”, p.30
36
John Hattie and Helen Timperley, “The Power of Feedback”, E-journal of SAGE Journal
Publishing, Vol.77, No.1, 2007, p.110.
 32

b. Informal feedback

This feedback is given beyond of lesson time. It can be given when

there are students need explanations and guidance about task is given by the

teacher beyond of lesson time. Such as, students come to teacher's room or

teacher's home to ask guidance.

Types of feedback based on the content:37

a. Corrective feedback

Corrective feedback is giving an explanation about the student's

mistake. This type of feedback is done by giving students correction about

what wrong is, and why they can be mistake.

b. Evaluate feedback

This feedback is given in the form of grades or short comments about

task of student. The comments can be an appreciation or critic.

c. Strategic Feedback

Strategic feedback aims to offer students advice on what to do to

improve their performance. In other words, the teacher tries to give

suggestions to help students overcome their difficulties. Strategic feedback

can be help to improve students' learning ability because it can help students

become self-reliant.

37
Muhammed Hamed Al-fahdi, English Language Teachers' Use Oral Feedback (Published
Desertation Collection: Oman, 2005), p.65