1

IMPLEMENTING OF SELF – FEEDBACK

CORRECTION VIA ZOOM TO MOTIVATE THE
STUDENT TO START SPEAKING AT EIGHTH
GRADE OF SMPN 3 PAREPARE

Research Proposal

NURHIKMAH S

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PAREPARE
2020
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A. Title

Implementing of Self – feedback Correction via Zoom to Motivate the

Student to Start Speaking at Eighth Grade of SMPN 3 Parepare

B. Background

Now, English has become an important language in the world. Many

people use it as a medium of communication and it is easier for people who

come from various countries to interact and communicate with other people

using English. English is a global language for people who will advance and

develop (Kassim 2010), they are the people who must be able to speak and

explore English.

In the Indonesian national curriculum, the development of teaching

English is evident after Mr. Wachendorf, the first person who served as the

Head of the Inspectorate of the English Language Teaching Center at the

Ministry of Education, stated that English was the first foreign language that

had to be taught in secondary schools in Indonesia. The goal in teaching

English, according to Wachendorf is to equip students with "working

knowledge of English". Minister of Education and Culture Decree No.

096/1967, which states that English is the first foreign language, strengthened

the teaching of English. As an implication in the curriculum of primary,

secondary, and tertiary education, English subjects are one of the fields of

study that must be given.

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As a status quo, the Covid-19 pandemic has indeed been a shock effect

for us all. The world seemed to slow down and even stopped for a moment.

Large and modern countries have been hit with the rapid spread of the Corona

Virus, resulting in thousands of deaths spread across various countries.

Indonesia faces many challenges from Covid-19, which makes us all have to

look after each other. The existence of important issues above will determine

how quickly we will be able to smooth the anxiety curve of students, teachers,

principals, parents, and all of us.

Since the issuance of a decree from the Ministry of Education and Culture

regarding Corona prevention and dissemination efforts, all conventional

learning activities have begun to be temporarily closed. Educational activities

feel locked. The conventional learning system implemented by some teachers

is slowly eroded and replaced by a variety of online learning applications that

can provide space for direct interaction between teachers and students without

having to meet face to face.

As a barometer in the most essential layer is an educational institution,

principals are required to make quick decisions in responding to the circular of

the Minister of Education and Culture and the Minister of Religion which

requires schools to implement learning from home. Educators are surprised

because they have to change the system, syllabus and learning process

quickly. Students stammer because they get stacks of assignments while

learning from home. Meanwhile, parents felt stressed when accompanying the

learning process with assignments, in addition to having to think about the

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survival and work of each in the midst of the Covid-19 pandemic crisis. Well

this is where the role of an educator or teacher is to be always creative,

innovative, and fun in presenting learning material online, even though

learning is done at home, so that it will have a positive influence on students

or students during the Covid-19 pandemic period ends .

Apart from the pandemic problem above, we also need to know that

English consists of four skills that must be taught, namely listening, speaking,

reading, and writing (Muhsin 2016). Therefore, the teaching of English is

focused on these four skills and some aspects of English for example,

structure, vocabulary, and grammar. Speaking has played an increasingly

important role in the regulation of second/foreign languages as a means of

communication in everyday life (Saengpakdeejit 2014). Speaking seems to be

an important skill that must be acquired by a student because one of the main

responsibilities of every teacher who works with English students is to enable

students to communicate effectively through the spoken language.

Speaking is a kind of productive or active skill. Although all four skills

are equally important, speaking is the most important tool for communication

that needs to be achieved. In other words, the purpose of language is

communication, and the purpose of speaking in the context of the language is

to increase communicative efficiency.

As language learners who have studied English intensively, students must

be able to interact verbally with each other through English. Unfortunately, in

the teaching and learning of actual speaking at SMPN 3 Parepare class VIII,
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most students experience difficulties in their speaking production. This is

proven by the students’ achievement in speaking ability in several schools in

Indonesia, for example: in the initial observation at SMPN 3 Parepare the

researchers found that students' abilities were still low. Their average score is

47,8. This score is categorized as a low achievement based on the achievement

of the 2018 DEPDIKNAS classification.

As we know that student learning outcomes are included in the category

less, researchers also find the cause of the problem. This achievement problem

is largely due to the application of strategies in learning. This data was

collected through student statements in the form of questionnaires distributed

to students and we got about 60% of students who stated that they were not

satisfied with the strategies used in class.

Based on the problems found, the researcher offers one strategy, namely

the self-feedback strategy. This strategy is used to see the ability in students

utilizing feedback carried out by their classmates and teachers themselves, as

well as self-correction after feedback. This strategy will be effective in seeing

students' mistakes in speaking. Furthermore, this strategy will be applied

online or through the Zoom application. Zoom is an application made by

billionaire Eric Yuan, which was released in January 2013. Besides the

application, Zoom can also be accessed via the website, both for Mac OS,

Windows, Linux, iOS, and Android. This application is intended for teachers

and students in learning without face to face in the classroom

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Feedback is an English word that is often said by Indonesians as a

representation of the word feedback. While in the context of learning,

feedback is often synonymous with responses to student actions, whether it is

done by students or teachers and teachers. Feedback is included as a very

important part of learning because it will affect a lot of students' motivation

and learning interest Suhadi (2008) students. Therefore, the title of this study

is "Implementing of Self – feedback Correction via Zoom to Motivate the

Student to Start Speaking at Eighth Grade of SMPN 3 Parepare"

C. Problem Statement and Research Question

Base on the problem above student ability is still low. Their average score

is 47,8. This score is categorized as a low achievement based on

DEPDIKNAS. That is the way the researcher formulates the research

question:

1. Is the implementation of Self – feedback Correction via Zoom able to

motivate the student to start speaking at the eighth grade of SMPN 3

Parepare?

2. Is the student’s speaking ability after attending English learning through

Self – feedback Correction via Zoom?

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D. The objective of the Research

Based on the problem statement above, the objective of the research are:

1. To find out whether or not the use of Self – feedback correction via Zoom

able to motivate the students to start speaking at eight grade student of

SMPN 3 Parepare

2. To find out whether or not the use Self – feedback correction via Zoom

able to increase the speaking ability of student

E. Significant of the Research

The significance of the research is divided into two parts. They will be

theoretical and practical significance.

1. Theoretical significance; the result of this research is expected to be useful

information for the development of English language study, especially in

teaching speaking by using self – feedback correction via Zoom.

2. Practical significance; this result of the research is expected to be useful

information to the English teacher in varying their teaching presentation

and motivates the students to improve their speaking ability, so they will

be motivated and not bored in learning English, the next researcher;

expected to be useful and meaningful references to the next researcher.

F. Scope of the Research

The scope of the study focused on the self – feedback correction via

Zoom may help the student to learn English at eighth-grade students of SMPN

3 Parepare it will restrict by discipline, content, and activity.

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1. By discipline, this research is limited to the field of applied linguistic, in

terms of learning the language

2. By content, this research will explain about teaching language through self

– feedback correction

3. By activity, this research using self – feedback correction in learning the

language in the classroom at eighth-grade students of SMPN 3 Parepare

G. Some Previous Related Research Findings

1. Arifin (2017) in his research, “Improving The Students’ Speaking Skill

Through Group Investigation Technique of the Seventh Grade Students of

MTS Sudirman Jambu Semarang” concluded that teaching speaking by

group investigation technique can get good point of using group work in

class and the students can share their finding of text in identifying generic

structure of descriptive text. They shared their answer to the task given

better in-group than telling it in front of the class.

2. Malasari (2017) in her research, “Android Application to Improve Senior

High School Students’ Speaking Skill” found that the android application

can help student to speak up. The name of application is Etalk; it can help

student to speak and how to pronounce the word. Not only for speaking,

this application can also help the student to add and improve their

vocabulary.

3. Aditya (2016) in his research “Speak App; Android Application Model To

Improve the Midwifery Students’ Speaking competence” concluded that,

an android application, called “Speak App”(Speaking Application for

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Midwifery Students), is developed to assist the midwifery students of

‘Aisyiyah Health Sciences College of Yogyakarta tolerant and improve

their speaking competence.

4. Irianti (2011) in her research “Using Role Play in Improving Students’

Speaking Ability” found that role-playing activity can improve students'

speaking ability, it is proven by their participation in the class

conversations, discussions, performing the front of the class,

pronunciation, fluency, and feeling confident about speaking.

5. Sinta (2018) in her research “Improving Student’s Ability in Speaking

Skill by Using Ice Breaker Strategy at the Second Grade of MTS TPI

Sawit Seberang” concluded that the improvement of students' scores

indicates that the students' speaking skill increased significantly.

Therefore, the Ice Breaker strategy can help students in speaking skills.

6. Mahtawarmi (2019) in her researcher “Improving Students’ Speaking Skill

by Using Problem Based Learning (PBL) Model” found that teaching

speaking by using a problem-based learning model could improve the

students‟ speaking skills. The students felt some advantages of PBL in

learning English and PBL could motivate them to increase their speaking

skills.

The research results above proved that the speaking ability can be

developed in different strategy, model, technique, and also application those

are Problem Based Learning (PBL) Model, Ice Breaker Strategy, Role Play,

Group Investigation Technique, Etalk application and Speak App. In this

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research, the researcher develops speaking ability in a different way namely

implementing self – feedback correction via Zoom to motivate student to start

speaking.

H. Some Pertinent Ideas

1. Concept of speaking

a. Definition of Speaking

Speaking can be interpreted as speaking activities, where speaking

activity in question is speaking in English. When displayed from the

source of the word, the word "speaking" comes from the spoken word,

which is "speak is to proclaim opinions; to say; to have a talk"

(Khadafi, 2016). So speak here is a way to issue or express opinions,

words that we want to say (Zerback and Fawzi, 2017). Nevertheless, in

a broad sense, speaking has a considerable scope in our lives. In a day

many people in this world issue their opinions so that we can listen,

conclude and take a stand on what they say (Jones, 2007).

Speaking is a form of human behavior that utilizes physical,

psychological, neurological, semantic and linguistic factors that are

very intensive (Tarigan, 1981: 15). Furthermore, argues that speaking

is a person's ability to pronounce articulation sounds or words that aim

to express, express and convey the person's thoughts, ideas and

feelings (Tarigan, 1986: 3).

Thus, speaking is more than just saying sounds or words (Dell,

1995). The listener’s movements or the expression of the speaker that

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supports the subject, so that the listener (Sueyoshi and Hardison, 2005)

can understand what the speaker says, sees speaking. An

understanding of the listener about something discussed is very

necessary because it can lead to a reciprocal relationship between the

speaker and the listener.

b. The Function of Speaking

Speaks is "a system of signs that can be heard and that appear by

the purpose that I convey by conveying to others (Tarigan, 1981: 15).

From this understanding, the meaning of speaking is implied as an

activity that has a verbal communication purpose and function

(Breazeal, 2005). In general, the main purpose of talking is to

communicate (White, 2019). Trading here presents activities that are

conveyed by expressing, thinking, feeling, and others using spoken

language (Healy, 2016).

In addition to these objectives, several other goals are more

specific to the situation and the effect of the conversation. In this

context, Tarigan (1994: 144) put forward several specific objectives of

speaking, namely "to entertain, inform, stimulate, convince, and

move". Tarigan (1981: 16) states another opinion that is similar to that

by stating several objectives of speech, namely "to inform the report,

entertain, persuade, urge, and convince". Achieving the purpose of the

speech is very dependent on the maturity factor of the speaker

(Mikkelson, 1999). The maturity of this talk covers several aspects. In

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this connection, Tarigan (1981: 19) put forward four aspects in

question namely social skills, semantic skills, phonetic skills, and

vocal skills ".

Speaking is very vital and functional in life (Burs, 2012). Every

perfect human always interact using spoken language. In this case,

there is the interaction of the speaker and listener by using spoken

language (Oviatt, 1997). For this reason, Nurgoiyantoro (1988: 252)

says, "spoken language is more functional in everyday life". This

speech functionality is characterized by the origin of research by

communication and language experts. Rankin is as quoted by Tarigan

(1987: 129) argues, "The percentage of time to communicate by

speaking is 30%, listening to 45%, 16% reading, and 9% writing". E.

Bird's research also shows relatively similar results, namely that "the

percentage of speech is 25%, listening is 42%, reading is 15%, and

writing is 18% (Tarigan, 1995: 6). Based on the research data, it can be

stated that in daily activities, each person uses a quarter of his time in

communication by using speaking activities (Morley, 1991).

The speaking function involves the instrumental functions of

representation, personal, and interactional. Speaking has the role of

expressing ideas and formulating new ideas (Warwick, 2011).

Speaking functions as a form of personality manifestation or a symbol

of one's personality. Through speaking, a person can increase the

horizons of life knowledge and experiences.

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c. Component of Speaking

As the saying goes, 'practice makes perfect'. Therefore, students

must practice speaking English as often as possible so they can speak

English fluently and accurately. Apart from that, to speak English, we

need to know some important components. Components are aspects of

what influences how well people speak English. According to

speaking, is an intricate skill because it is at least related to grammar,

vocabulary, pronunciation, fluency and other components (Syakur,

1987: 5).

1) Grammar

Required students to arrange correct sentences in conversation

(Feiman-Nemser and Parker, 1997). The ability of students to

manipulate structures and to distinguish appropriate in line with the

explanation suggests this form of grammar inappropriate ones

(Heaton, 1978: 5). The use of grammar is also to learn the correct

way to gain expertise in language in oral and written form

(Savignon, 2011).

2) Vocabulary

Vocabulary means the appropriate diction used in

communication (Pikulski and Templeton, 1990). Without having

adequate vocabulary, a person cannot communicate effectively or

express their ideas both in oral and written form. Having a limited

vocabulary is also a barrier that prevents students to learn

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languages (Pitriana, 2015). Language teachers must, therefore,

process sufficient knowledge about how to manage interesting

classes so that students can have great success in their vocabulary

learning. Devoid grammar very little can be delivered, devoid

vocabulary nothing can be delivered (Min, 2013).

3) Pronunciation

Pronunciation is a way for students to produce clearer

language when they speak (Zhang, 2009). It deals with

phonological processes that refer to grammatical components

consisting of elements, principles that determine how sounds vary,

and patterns in a language (Ohala, 1990). There are two

pronunciation features; phonemes and suprasegmental features

(Yajun, 2002). A speaker who is everlastingly mispronouncing

divers phonemes can be very trouble for talkers from other

language clan to understand (Gerard, 2000: 11).

4) Fluency

Fluency can be defined as the ability to speak fluently and

accurately (Nation, 1989). Fluency of speech is the goal of many

language learners. Signs of fluency include a fast pace of speech

and few pauses and "ums" or "er" (Brand and Götz, 2011). A

speaker does not need to waste time expressing the message he

wants to convey (Brown, 1997: 4).

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d. Model of Speaking

In grammar, the speaking model is a socio-linguistic model (marked as

mnemoric) run by Dell Hymes. Hymes developed this model as part of

a new methodology called Ethnography of speech (Ray, 2011). This

model is a tool to help identify and label interactional linguistic

components driven by his view that, to be able to speak the language

correctly, we need not only to learn vocabulary and grammar, but also

the context in which words are used. In essence, learning the

components of the speaking model is very important for Linguistic

competence (Ehsani, 1998).

To facilitate the application of its representatives, Hymes built

mnemonics, speaking (for settings and scenes, participants, goals,

sequence of actions, keys, instruments, norms, & genres) (Hornberger,

1995) in which he grouped sixteen components in eight divisions.

This model has 16 aspects that are applied in a reading, i.e. form

of reading, message content, arrangement, place of occurrence,

speaker, addresser, listener, receiver of results, goals, channels, speech

form, interaction norms, interpretation norms, and genre. Language

anthropologists analyze speech programs using the speaking model as

part of ethnography (Bauman, 1975). This approach can be used to

understand the relationships and dynamics of power in a given Speech

community and provide insight into cultural values.

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e. Supporting Factor of Speaking

Speaking or verbal communication activities are individual

activities to convey messages verbally to a group of people, also called

the audience or assembly. So that the purpose of the conversation or

message can reach the audience properly, several factors that can

support the effectiveness of speaking need to be considered. Speaking

activities also require things beyond language skills and science (UHL,

1987). When speaking, a) language acquisition, b) language, c)

courage and calm, d) the ability to convey ideas smoothly and

regularly.

Supporting factors in speaking activities as follows. Linguistic

factors include a) Accuracy of speech; b) Placement of appropriate

tone pressure, joints or duration; c) Choice of words; Accuracy in the

use of sentences and grammar; d) The accuracy of the target

conversation. While non-linguistic factors, including; e) A reasonable

attitude, calm and not rigid; f) Logging should be directed at the other

person; g) Willingness to respect others; h) proper gestures and

expressions; i) Loudness; j) Smoothness; k) Relevance, reasoning; l)

Mastery of topics.

Based on the description above, it can be concluded that the

factors that influence speech activities are linguistic and non-linguistic

sequencing factors.
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2. Concept of Feedback in Learning

a. Definition of Feedback

Feedback is one part of the assessment that is more concerned

with providing information about the ability of students to solve

problems in physics. (Ur, 1996: 242) said that in the context of

teaching, feedback is information for lessons about learning

performance and improves their learning performance. Therefore, in

giving this feedback the teacher must give his opinion objectively by

the request of the problem. (Roger, 2011: 143) also said that feedback

is not just about weaknesses. Student will respond if teachers are

encouraging as well as possible mistakes, emerging capabilities, and

give ideas for directing further learning.

Feedback is all the information regarding both output and

transformation While (Arikunto, 2008: 5). This feedback is necessary

to improve input and transformation (Calvet, 1988). Input is

interpreted here as students who are just entering learning. Output is

students after going through the learning process, while transformation

is the processor itself or in this case the learning.

Feedback in learning activities is an event that gives certainty to

students that learning activities have or have not reached the goal.

According to (Suke, 1991: 148), that feedback is the provision of

information obtained from tests or other measuring instruments to

students to improve the achievement of learning outcomes.

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From the opinions stated above, it can be concluded that feedback

is a technique or method of returning students 'work or results that are

expected to motivate students towards improvement and improvement

of students' learning achievement. Feedback will be useful if the

teacher and students review the answers to the test questions, both

those that are answered correctly or those that are answered incorrectly

and students are allowed to correct the wrong answers.

b. Types of Feedback in Learning

In general, feedback is divided into two types, namely intrinsic

feedback related to the assessment of him, about the attitudes,

activities and or behavior that have been carried out, and about the

abilities that have been demonstrated. While extrinsic feedback is

feedback originating from outside himself. As according to (Suherman,

1998 pp. 14-16) stated several types of feedback, including:

1) General and specific feedback

General feedback, for example, is related to general

movements, level of behavior of students, or clothing used. The

teacher encourages students to keep learning and trying to use

general feedback. Usually, this type of feedback is expressed in

words, such as good, great, awesome. The expressions with these

words are still general in nature so that they do not reflect specific

information to improve students' abilities and skills.

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Specific feedback specifically contains information that causes

students to know what needs to be done and know how students

should do their homework correctly and how to practice. This

feedback is given when a student realizes that he made a mistake

but does not or does not know how to correct it (Ende, 1983).

2) Congruent and incongruent feedback

Congruent feedback is feedback focused on learning activities

that are being studied by students (Warner, 1989). The example,

when students are learning certain concepts. While those related to

technical or procedures are called incongruent feedback.

3) Simple feedback

Simple feedback is the feedback that only focuses on one skill

component at a time (Bennett, 2009). Simple feedback usually

contains one or two keywords that describe improvement activities

and are repeated as feedback during the learning process.

4) Positive, neutral, and negative feedback

Positive feedback is feedback expressed with good words, fun,

smart, interesting, and great (Hudson, 2006). Neutral feedback is

the feedback that does not specifically refer to students who make

a mistake doing a mobile task, but neutrally reminds all students

who are doing a mobile assignment (Lobe, 2012). Negative

feedback is rarely recommended since worrying will damage

student confidence (Park, L. E 2008). Negative feedback is done

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by (1) implicit (indirect), for example, do not just write! (2) Given

to students who do not understand after giving feedback several

times, and (3) given to students who do not pay attention to the

teacher's explanation.

The provision of feedback must be tailored to the needs of

students (Chi, 2004). Student needs are related to the level of

psychosocial development of students. In the development of students

in adolescence who sometimes have the desire to be overrated or even

want to be given the widest possible freedom, the teacher must be

careful to give feedback for improvement or correction of mistakes

made by students. The lack of seriousness of the type of feedback

given will affect feelings of discomfort, pessimism, lack of motivation,

or lack of self-esteem because it always gets a reprimand from the

teacher. For this reason, the characteristics of students must receive

important attention when the teacher will provide feedback.

c. Function of Feedback

Feedback has three main functions, namely informational,

motivational, and communicational.

1) Informational Function

Tests as a tool for assessing student achievement/results are

examined according to certain criteria that have been set in

advance. The test results, thereby providing information about how

far students have mastered the material received in the

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process/teaching and learning activities. Based on this information

feedback can be sought in the form of enrichment or improvement.

The information provided in feedback is divided into five

levels, namely:

a) There is no feedback

b) Feedback in the form of information about wrong or correct

answers given by students

c) Feedback in the form of information about incorrect answers

plus showing correct answers (knowledge of the correct

response)

d) Knowledge of the correct response + explanation; and

e) Knowledge of the correct response + additional teaching.

2) Motivational Function

Motivation can be interpreted as encouragement that allows

students to act or do something (Reeve, 2009). Encouragement is

only possible in students when students feel the need. Students

who feel the need to move by themselves to meet their needs.

By providing feedback, the test can simultaneously function as

a motivator for students to learn. Nevertheless, sometimes the

teacher uses an impromptu test as an excuse to motivate students in

learning. Hoping that students are motivated in learning and always

ready to accept tests as a criterion for success in learning,

impromptu tests are considered inappropriate. This will only cause

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anxiety in students when working on test questions, and the results

of student performance are less than optimal.

d. Purpose of Feedback

The teacher should be able to know the extent to which students

understand the material that has been taught, so the teacher can

determine whether to continue the next material or the need for

repetition (Lucas et al., 2008). If there is still a lot of material that is

not understand by students, the teacher should repeat the material.

Often students do not know how far they understand the teaching

material that has been delivered. Therefore, teachers need to hold

feedback.

Feedback is not the same as assessment. Feedback is only intended

to find information to which students understand the material that has

been discussed (Ertmer et al., 2007). Besides, students are also allowed

to check to what extent they understand the material, so they can

complete incomplete notions.

The contents of subsequent learning are determined by each

teaching feedback. Therefore, feedback is not only necessary for

teachers but also necessary for students. Question and answer allows

the teacher to check students' understanding of the lesson, and it is

important to know how far students catch the topic being taught. Direct

feedback is an advantage of teaching the whole class interactively

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compared to individual methods, where student-understanding

feedback is slower to be accepted by the teacher (Collopy, 2003)

e. Techniques for Getting Feedback

To get feedback from students it takes several techniques that are

appropriate and appropriate with each student as an individual creature

(Sadler et al., 2004). The following will describe some techniques for

getting feedback from students.

1) Fishing Apperception Students

Apperception is an interpretation of thoughts, which is to unite

and assimilate something that has been observed and experience

(Kolig, 2000). Apperception as one of the psychological

phenomena experienced by individuals when there is a new

impression that enters the consciousness and socializes with old

impressions that have been possessed along with processing so that

it becomes a broad impression, the old impression is called in

apperception.

Children's experiences regarding the learning materials that

have been given are apperception materials owned by children

(Howard, 2002). The first time a child receives lesson material

from a teacher at a meeting is the child's first experience of

receiving something new, and it still belongs to the child. Thus, the

teacher's effort to connect the knowledge that students already have

with the relevant knowledge that will be provided is a technique

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for getting feedback from students in teaching (Hiebert et al.,

2002).

2) Utilizing Acceptable Aid Techniques.

Tools can be divided into 2 types, namely tools and teaching

aids, what is meant by tools are commands, prohibitions and so on.

While teaching aids are in the form of the globe, chalk, drawings,

diagrams, and so on.

The subject matter is the content delivered by the teacher in

the teaching and learning process. Complicated and complex study

material is quite difficult to describe through words and sentences.

The child's absorption of sentences is relatively small because

students can only use their sense of hearing (audio), not their vision

(visual). Besides, also because the mastery of children's language is

relatively not much.

The flow of realism strongly supports the use of assistive

devices in teaching. According to them, perfect learning can only

be achieved if using tools that are close to realization. Even so, do

not let the presence of tools that attract students more than the

lessons to be given. The purpose of learning for students is to know

how the teacher makes it, but rather how students can master the

lesson completely (Rosenshine, 2012).

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3) Choosing Accurate Motivation

Motivation is a very important aspect of learning students.

Without motivation, students cannot have the will to learn (Weiler,

2005). Therefore, arousing motivation is one of the roles and tasks

of the teacher in each learning process.

There are several forms of motivation that teachers can use to

maintain students' interest in the subject matter provided. The

forms of motivation referred to are:

a) Give a number

The number referred to is as a symbol or value of the

results of children's learning activities. Good numbers or grades

motivate students to learn (Rosas et al., 2003).

b) Gifts

A gift is something that is given to someone else as an

award or memento/souvenir. The efficacy of gifts as a tool to

get feedback from students will be felt if the right use (Reis &

McCoach, 2000)

c) Praise

Praise is a positive motivational tool. Everyone likes to be

praised. Praise must be truly by the work of students

(Henderlong & Lepper, 2002).

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d) Body Movement

Movement of the body in the form of a bright mimic, with

a smile, nod, thumbs up, applause, greeting, raising shoulders,

shaking his head, raising his hand and others are several

physical movements that can provide feedback from students

(Hagen, 2011).

e) Giving Assignment

The assignment is a job that involves implementation to be

equipped. Students who realize that they will get an assignment

from the teacher after they receive the lesson material will pay

attention to the delivery of the lesson material (Bransford et al.,

2005).

f) Give a repeat test

Deuteronomy is one of the important strategies in the

lesson. Usually, students will be keen to learn (both at school

or home) when they know it will be repeated.

g) Knowing Results

Want to know is a trait that is inherent in every person. By

knowing the results of what has been done by students, can

encourage students to actively study.

h) Punishment

The punishment intended here is educational. Errors of

students because of violating discipline can be given a penalty

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in the form of sanctions sweeping the floor, noting the missing

learning material, or anything educational (Kupchik, 2010)

4) Using Variable Methods

The method is a way used to achieve the goals set. In teaching

teachers should use a variety of methods so that learning is not

boring but attract the attention of students, the use of a variety of

methods should also be adapted to the situation by the

psychological conditions of students, therefore teachers are

required to have competence in the selection of appropriate

methods in teaching (Raved & Assaraf, 2011). The factors that

influence the use of methods in teaching are as follows:

a) Objectives with various types and functions

b) Students with various levels of maturity

c) Various situations

d) Facilities that vary in quality and quantity

e) Personal teacher and different abilities and professions.

The use of lecture methods, which is then interspersed with

questions and answers as needed to find out the level of

understanding of students towards what has just been explained, is

a way that can be used to get feedback from students. After the

questions and answers are sufficient, the teacher can continue with

individual assignments or group discussions. The use of various

 28

methods can help teachers in getting feedback from students

(Nicol, 2006).

f. How to Apply the Self feed-back in Learning

After the learning material progresses, self-feedback correction

will be applied. This application aims to make the teacher or

researcher know the extent to which students are able to understand

the material. Furthermore, this self-feedback correction also aims to

assess students when given feedback. Application of feedback is

done directly by researchers to students by asking about the material

and then students will give a response or feedback, and vice versa.

Feedback can also do between students and students, so that from

these activities all students will find a meeting point or common

perception.

At this time, the activities described above certainly cannot do

in person or face to face with students at school. Rather the

researcher or teacher must have the tools to connect the meeting with

students. As in this study, the live meeting will be replaced in a

virtual way. in this case the researcher will use the zoom application.

Its application in the zoom course students will use an internet

connection. After the student video conference, the researcher will

provide material and feedback will be done by pointing directly to

students who will be given questions. The system of giving feedback

using this application is the same as meeting in person.

 29

3. Concept of Online Learning

a. Definition of Online Learning

Online learning in general is a learning that is done electronically

using computer-based media and a network (Gramoll, 1999). Online

learning is also known as electronic learning, E-learning, on-line

learning, internet-enabled learning, virtual learning, or web-based

learning. Online learning or E-Learning began around the 1970s is the

result of learning delivered electronically using computers and

computer-based media. The usual material is often accessed through a

network. The source can come from websites, internet, intranet, CD-

ROM, and DVD. In addition to giving instructions, E-learning can also

monitor student performance and report student progress. E-learning

not only accesses information, but also guides students to achieve

specific learning outcomes (Alexander, 2001).

b. Online learning amid Coronavirus Disease19 Pandemic

This Coronavirus pandemic addresses policy changes in

groundwater education. The Indonesian Minister of Education and

Culture, Nadiem Anwar Makarim has issued several policies to release

funds for this pandemic. This was issued through Circular No. 4 of

2020, namely regarding the Implementation of Education Policy in the

Coronavirus Spread Disease Emergency (Covid-19), dated March 24,

2020. Exactly there are six policies clearly explained. However, what

is most fundamental is changing the way students and teachers learn is

 30

the learning policy from home. This home study policy has greatly

changed the habits or behavior of teachers and students so far. How

not, so far the teacher teaches in the classroom in the sense of teaching

in the building of schools that have teaching and learning, supported

by facilities to support the teaching and learning process. With this

new policy, teachers are confused because they are still looking for the

right pattern for learning from home that can be done. The best way to

do or work on network-based learning. Another name is brave learning

(online learning).

This learning is very different from conventional learning that

occurs in schools. Teachers and students cannot face-to-face, can do

remotely which is possible for teachers and students to be placed in

different places. Positive learning is very helpful for the continuation

of learning in this pandemic. Teachers and students will remain safe in

their respective places without having to get out of the house and meet

face to face. However, changing patterns or overcoming difficulties,

and is a natural thing to happen due to changes very quickly and

unexpectedly. This habit has changed significantly; teachers and

students are very dependent on computers and internet networks, that

is the first. Second, teachers and students must be able to change the

style, strategy or methods of teaching and learning. Third, teachers and

students must be able to communicate their communication style

during this brave learning.

 31

Many teachers do not pay attention to this published part, that is,

who understands and applies the teacher in conversations with their

students. The teacher usually communicates one or two directions in

school, with face-to-face discussions and exercises together. The

teacher will more easily provide explanations and material, while

students will more easily discuss and discuss directly with the teacher.

With this pandemic occurrence, it has become very difficult to

maintain the teacher's communication style habits. Therefore, there is a

need to change the style of teacher communication during or during

the Covid-19 pandemic. The communication used of course, which is

called long distance in this case, is known as bold communication.

This communication, allows teachers as communicators and students

as communicants to communicate via the internet or the virtual world.

The goal is to be able to manage long distances, time efficiency can be

done anytime and anywhere. Strongly supports government policies in

tackling the spread of this pandemic. In addition, there are positive

things that can be obtained, such as additional costs, extensive learning

resources, easy management, and data integration.

c. Online Learning Communication Methods

The types of online communication are divided into two big

groups, namely synchronous communication and asynchronous

communication (Chiu, 2002). Of these two large groups of online

communication, then there are methods in it that are very diverse. To

 32

make understanding easier, here are some of the different types of

online communication applications:

1) Video Conference

Video conferencing is one type of online communication

methods that are included in synchronous communication groups

(Hampel & Baber, 2003). Usually the perpetrators of this video

conference will be connected to one another and then discuss a

topic. That is where the communication process occurs in the

network (online) and real time.

Of course, this method is popular now. Not only two people

who can be involved in this form of communication, even now,

many service providers also allow video conferencing to be held in

a compound. No wonder then that we must also pay attention to

synchronized manners of communication.

2) Instant message

The next method is through instant messaging. When viewed

from the type of large groups of online communication, instant

messages enter into synchronous communication types. Generally

when doing instant messages, the elements of communication

involved will reciprocate messages there. This is why instant

messaging can become one of the methods of real time online

communication (Mayer, 2004).

 33

3) Social networking

Social networking is now also one of the pioneers of someone

in searching for information (Lai & Turban, 2008). Its nature is

also included in the category of synchronous communication,

considering that someone can get the latest info from what is

communicated by others through the news he wrote.

4) Email

E-mail is a form of communication method in a network with

asynchronous nature (Hrastinski, 2008). Although some people

might call it a real time process, because when someone asks to be

sent a message it can be done too, but in principle the purpose of

email is not that. Electronic mail is more a substitute for

conventional mail, which when it has been sent, the recipient of the

message may open it sometimes later. This is what then makes

electronic mail more appropriate if it is called as one type of

asynchronous communication.

5) Blog

The next method that also includes no less popular is a blog.

This type of communication is classified as asynchronous

communication. Someone will create a blog for others to read. Its

nature is also not necessarily normally read at the time of writing

or the information is published. Some have the nature of informal

 34

and formal communication. Other people can read it later even up

to some time until the information may have been less useful.

6) Online forum

Forums in the network are one form of communication in a

network that can have two types, synchronous or asynchronous. If

the forum is opened and agreed to be discussed at the same time,

then communication on the online forum can be called a

synchronous forum. However, there is also, the type of forum that

is only opened and then the response to the trigger of the problem

(thread) in the forum is responded to several days later. All

depends on the purpose of communication in the network to be

achieved.

7) Online News

News on the network also includes types of online

communication that can be synchronous or asynchronous. He will

be synchronous when always notifying the incident and responded

directly by the reader. However, not infrequently the news also

summarizes certain events. In this case, the online news can be

asynchronous. In addition, online news is also a form of digital

communication that is quite popular nowadays.

In this study, researchers used video conferencing in communicating

with students. The type of video conferencing used is the Zoom

application. Zoom is a cloud computing based video conferencing

 35

service (Cutler, 2012). This application allows you to meet other

people virtually, whether it is with video calls, voice, or both.

Interestingly, all conversations via Zoom can be recorded for later

viewing.

This Zoom application is considered to have qualified quality. The

proof, half of the companies that entered Fortune 500 already used the

service. Indonesian President Joko Widodo and his staff reportedly

also used the application for online meetings with cabinet members.

When people talk about Zoom, you will usually hear the following

phrases: Zoom Meeting and Zoom Room. Zoom is a term that refers to

video conference meetings that are hosted using Zoom. You can join

meetings that invite you through a webcam or Smartphone online.

Meanwhile the Zoom room itself is a physical hardware

arrangement that allows companies to schedule and launch Zoom

meetings from their conference rooms. You can also use this

application for a small scale, but if you have a large company, it never

hurts to buy a premium service Zoom application to make it easier to

accommodate your work. In this year alone, the number of users of the

Zoom application has experienced rapid development with the

outbreak of the COVID-19 pandemic. It is estimated, the company that

led the online meeting conference, get a surge of active users as much

as 2.22 million per month as of March 2020. A high increase in

 36

number when compared with 2019 active users, amounting to 1.99

million users.

Therefore, researchers prefer Zoom as an alternative in learning

and as a substitute for face to face in class. This method also allows

students, researchers, and related people to remain safe during this

pandemic

4. Concept of Motivation

a. Definition of Motivation

In general, the definition of motivation can be interpreted as a goal

or impetus, with the actual goal being the main driving force for

someone in trying to get or achieve what they want either positively or

negatively (Hannula, 2006). The term in the sense of motivation comes

from the words of English, namely motivation. Nevertheless, the

original word is motive, which has also been used, in Malay language,

the word motive that means the goal or all efforts to encourage

someone to do something. In summary, In addition, Understanding

Motivation is a change that occurs in a person who appears the

symptoms of feelings, psychiatric and emotions that encourage

individuals to do or act something caused by needs, desires and goals

Learning motivation is any effort within oneself that gives rise to

learning activities, and ensures the continuity of learning activities and

gives direction to the learning activities so that the desired objectives are

achieved. Learning motivation is a psychological factor that is non-

 37

intellectual and plays a role in fostering a passion for learning for

individuals (Winkel, 2003)

Learning motivation is an encouragement of the learning process and

the purpose of learning is to benefit from the learning process. Some

students experienced problems in learning that resulted in learning

achievement not in accordance with what was expected. To overcome the

problems experienced need to be explored factors that affect learning

outcomes including student motivation, where learning motivation is an

absolute requirement for learning, and greatly provides a great influence in

providing passion or enthusiasm in learning (Puspitasari, 2012). Learning

motivation is the tendency of students to do all learning activities that are

driven by a desire to achieve achievement or the best learning outcomes

(Alderfer, 2004)

In discussing the issue of learning motivation, it will only be

discussed from two points of view, namely motivation originating from

within a person called "intrinsic motivation" and motivation originating

from outside oneself called "extrinsic motivation" (Winkel, 1997)

1) Intrinsic motivation

Intrinsic motivation is things and circumstances that come from

within students themselves that can encourage learning. Intrinsic

motivation is motivation arising from within a person or motivation

that is closely related to learning goals.

 38

2) Extrinsic motivation

Extrinsic motivation is active and functioning motives due to

external stimuli. Learning motivation is said to be extrinsic when

students place their learning goals beyond the factors of the learning

situation. Students learn because they want to achieve goals that lie

outside the things they learn (Sardiman, 2012)

b. Aspects of Learning Motivation

Aspects of learning motivation as highlighted by Sardiman, 2001

include:

1) Causes learning activities Students desire to carry out learning

activities at school

2) Guaranteeing continuity of learning Students' willingness to

maintain learning activities on every lesson taught in school

3) Direct the learning activities Students' willingness to direct their

learning activities in each lesson taught in order to achieve a

certain goal in learning.

c. Motivation Function in Learning

Both intrinsic motivation and extrinsic motivation both function as

drivers, activators, and selectors of actions. All three are united in the

attitude implicated in the action. Encouragement is a psychological

phenomenon from within, which gives birth to a desire to move in

selecting actions that will give birth to a desire to move in actions that

will be performed. That is why both encouragement or activator and

 39

selectors are the keywords of motivation in every act in learning. In

motivation, there are three main functions, namely: (Sardiman, 2012)

1) Motivation as a driver of action Motivation as a driver influences

the attitude of what students should take in order to learn.

2) Motivation as a driver of actions Psychological impulses that give

birth to attitudes towards students is an unstoppable force, which

then incarnates in the form of psychophysical movements.

3) Motivated as a director of the actions of students who are

motivated can select which actions should be done and which

actions are ignored.

I. Conceptual Framework

The conceptual framework of the research consist of three-part, they are

input, process, and output. The focus of this research showed the following

diagram:

1. Input

Speaking, especially foreign languages are an indispensable activity

for all students. They are expected to understand other people using

foreign languages. Students need to find the right words and proper

grammar to convey meaning precisely and accurately. It is also important

to organize the discourse so that the interlocutor understands what the

speaker says ((Cameron, 2014: 41) in Amanila 2019). According to (Linse

and Nunan, (2005: 47) in Amanila 2019) in study language development,

 40

speaking is one of the important aspects of speaking such as grammar,

vocabulary, pronunciation, and fluency.

Therefore, the researcher tries to solve the problem in class VIII3

students at SMPN 3 Parepare who have weaknesses in speaking ability by

using Self-feedback correction. Feedback is the behavior of the teacher to

help each student who has difficulty learning individually by responding to

the work of students so that they are better at the material delivered by the

teacher. The feedback made by the teacher, among others, explains the

mistakes made by students in completing the given task, both directly and

indirectly.

From some of these opinions, it can be concluded that feedback is

information relating to the abilities of students and teachers to further

enhance the abilities possessed by both. The information in question is

related to what has been done, how the results are, and what needs to be

done to improve it. The study results (Bellon, Bellon, and Blank) show

that compared to a variety of other teaching behaviors, academic feedback

is more correlated with student learning achievement. Regardless of class,

socioeconomic status, race, or school situation, this correlation tends to be

consistent. When feedback and corrective procedures are used correctly, it

turns out that most students can improve their learning achievement to

above 20%. Additionally, feedback is a process in the classroom that has

been of particular interest for researchers in learning practices since the

1970s to the present. Consistently, researchers have found evidence that

 41

when teachers can use effective feedback procedures it can improve

student-learning achievement.

2. Process

The researcher introduced the material to talk about descriptive text to

students and the topic of the material was the description of the animal.

The material to be taught uses self-feedback correction. Students will be

guided to use the Zoom application. Furthermore, the researcher will

explain the material and at the time of explaining the material the

researcher will silence the video sound from the students so that students

only focus on the voice of the speaker. After the material is delivered, the

researcher will apply Self-fedback Correction to find out how far the

students know the material being taught. Next, they will reveal what the

story means from the descriptive text material. They will do questions and

answers with classmates and researchers in turn, therefore each question

will receive a response and response from both parties.

3. Output

After giving treatment, the researcher then tests the speaking ability of

the student. The researcher hopes that the speaking ability of students in

will increase.
 42

Figure 1: Conceptual Framework

INPUT
The Students’ speaking abilities low

PROCESS
Experimental Class
Teaching speaking by Self – feedback Correction

OUTPUT
The Students’ speaking abilities achievement
Student’s Motivation

J. Hypothesis Research

This research formulate have two hypotheses as follow:

1. Ho (Null Hypothesis): The students’ speaking ability of SMPN 3 Parepare is

better after they are treated through self – feedback correction via Zoom
 43

2. H1 (Alternative Hypothesis): The students’ speaking ability of SMPN 3

Parepare is not better after they are treated through self – feedback

correction via Zoom

K. Research Design

In this research design, the researcher applied a pre experimental design.

This research just uses one group, which is experimental class. This research

also uses Zoom Application as tool to meet with the student in this pandemic

era. The research formulate will be present as follows:

E: O1 X1 O2

Where:

E: Experimental class

01: Pre-test

02: Post-test

X1: Treatment experimental class

(Gay, 2006)

L. Research Variable and their Operational Definition

1. Research Variable

There are two variables in this research, namely the independent

variable and the dependent variable:

a) Independent variable is the application of Self-feedback correction

b) The dependent variable is students' speaking ability

 44

2. Operational Definition of Research Variable

The variable in this research described in the following operational

definition

a) Students’ speaking achievement; is speaking ability of eighth-grade

students after they are teach by self – feedback correction

b) The application self – feedback correction; is a teaching self –

feedback correction which is used by the teacher to teach speaking

ability at SMPN 3 Parepare

M. Population and Sample

1. Population

The population of this research is in the eighth-grade student of

SMPN 3 Parepare, just one class use as the sample in the eighth grade.

Each class consists of 30 students. The total numbers of eighth-grade

student are 240 students.

2. Sample

The sample of the research is the eighth-grade students of SMPN 3

Parepare 2020/2021 academic year taken from the population. The sample

will be taken by using quota system sampling with one class as the sample.

Class VIII3 will be the experimental class.

N. Instrument

The instrument will be used to measure speaking ability in SMPN 3

Parepare is a speaking test, in this study, there are two tests namely the pre-
 45

test and post-test. The pre-test to determine the ability of students before being

given treatment and the post-test used to determine how the student’s speaking

ability progresses after being given treatment. The number of items for pre-

test and post-test is same. They are six speaking questions. The instrument

will give to the speaking by online learning. The researcher will give the pre

and post test live in Zoom.

O. The Procedure of Collecting Data

The data collected in this research as follows:

1. Pre-test

The researcher will give pre-test to the students before giving

treatment to define the speaking ability of the student. The time allocation

of the pre-test is 2 X 40 minutes and will monitor by the researcher via

Zoom.

2. Post-test

After giving the treatment, the researcher will give the post-test

measure the students' speaking ability before and after applying the self-

feedback correction in learning speaking. The allocation time of the post-

test is 2 X 40 minutes and monitor by the researcher via Zoom.

3. Questionnaire

Questionnaire will deliver after conducting the post-test. It is

distribute to the experimental class to get the information about the

students’ motivation in the use of self – feedback via Zoom in addressing

the students’ reticence to speak. The questionnaire consists of 20 items.

 46

All of them are positive item and the questionnaire will give to the student

via Google Form.

P. Treatment

In the treatment, the researcher will treat the student by applying Self –

feedback Correction for the experimental class. It holds in four meetings to

find out the students speaking ability

In the experimental class, the researcher will teach four meetings. At each

meeting, the researcher will apply Self – feedback correction via Zoom, the

procedure described as follow:

a. The researcher will greet the student in the class.

b. The researcher checks the attendance list.

c. The researcher motivates all students before teaching.

d. The researcher conveys the lesson objectives.

e. The researcher explains the material.

f. The researcher will choose the student to respond about the material

g. The researcher will ask and answer with the student or student to student

by self –feedback correction

h. The researcher assigns speaking assignments to student

i. The researcher will see the speaking every student

j. The researcher asks the student to reconcile the material that has been

taught
 47

k. The researcher close the class

Q. Technique of Data Analysis

In this research, the researcher will collect the data of the students

speaking ability after giving pre-test and post-test through quantitative

analysis. The data will be analyzed by employing the following procedures:

1. To score the students speaking skill, the researcher used the formula as

follows:

Table 1: To score speaking skill

Scale Descriptors
0 The speaker is not able to use the rule of (vocabulary
competence, syntactic competence, pronunciation,
discourse competence, strategic competence) on his or her
utterances at all.

1 The speaker is able to perform (vocabulary competence,

syntactic competence, pronunciation, discourse
competence, strategic competence)but

The speaker still makes many (approximately

57% to 75 %) ungrammatical production The
speaker Only produced the related vocabulary
(approximately 25% to 49%)

The speaker still makes mispronunciation approximately 66-

86 %
Speaker disconnected discourse (approximately 67 to
83.3% disconnected meaning)hesitation in utterance
 48

2 The speaker is able to perform (vocabulary competence,

syntactic competence, pronunciation, discourse
competence, strategic competence) even he or she still
makes some ungrammatical production/ unrelated
vocabulary/mispronunciation/ disconnected discourse/
hesitation in utterance

Even, he or she still makes some lacks of formality

(approximately 50 % to 60%
The speaker only produced 38% to 50% words still
employ a number of times to recall the words. Still
makes some mispronunciation (approximately 50% to
62%)
The speaker still produces some unconnected utterances
(approximately 50% to 66%)
The speaker still has some problems to communicate his/her
meaning (approximately 50%).

3 This level describes that the speaker is able to perform

(vocabulary competence, syntactic competence,
pronunciation, discourse competence, strategic
competence)in (he or she still makes few ungrammatical
production/unrelated vocabulary/mispronunciation/
disconnected discourse/hesitation in utterance

The speaker still makes few lacks of formality

(approximately 10-30%)
The speaker is able to produce approximately 67-90% the
related words but still employ few times to recall the words.
The speaker still makes few mispronunciations
(approximately 10-33%)
The speaker still making few unconnected
meaning in communication (approximately 33%)
The speaker still has problem to communicate his/
her meaning (approximately 16.7%)

4 This level describes that the speaker is able to perform

(vocabulary competence; syntactic competence,
pronunciation, discourse competence, strategic
 49

competence) no mistake.

Seems there is no mistake in grammar

Very fluent & seems there is no difficulty to produce words.
Utter the words, phrases, sentences close to native ‘
pronunciation
The speaker is fluently uttered the language which seems
there is no problem in communication.

(Latifa 2015)

2. Some formula in this research used to process the data as follows:

students ’ achievement
Score= x 100 %
Total competence

(Dirjen Pendidikan Dasar dan Menengah, 2016)

3. Classifying the percentage of the student's score

Table: 2 Student classification score

Qualificatio Result Of Inversion

Predicate Score
n
86- 4.00
Very Good A
100
Good B 71-85 3.00

Fair C 56-70 2.00

Poor D < 55 1.00

 50

( Permendikbud, 2015)

4. The formula of the score percentage was presented as follows :

F
P= x 100 %
N

In which

P: Percentage

F: Frequency

N: Total number of sample

(Nasir, 1988)

5. Finding out the mean score will use the following formula

x́ =
∑x
N

Where:

x́: Mean score

∑ x: Total of row score

N: Number of students

(Gay, 2006)

6. The formula of standard deviation is presented as follows:

2
SS X 2−( ∑ X )
In which S= ∑
SD=
√N N

SD: Standard Deviation

SS: The Sum Square

 51

N: Student of Total Number

(Gay, et.al., 2006)

7. Finding the differences of mean score between the pre-test and the post-

test by calculating the value of the t-test, the formula as follows:

x́ 1−x́ 2
t=
SS 1+ SS 2
√( n1 +n2−2 )( 1 1
+
n1 n 2 )
2 ( ∑ ( X 1 )2 )
SS1=∑ X 1 −
n1

2 ( ∑ ( X 2 )2 )
SS2=∑ X 2 −
n2

Where:

t: Test of significance

X́ 1 : Mean score of the experimental class

X́ 2 : Mean score of the control class

SS1: The sum of squares of an experimental class

SS2: The sum of the square of the control class

n1: Total number of the subject of experimental class

n2 : The total number of the subject of the control class

∑ X 1: The sum of all squares of an experimental class

∑ X 2: The sum of all squares of the control class
1
( ∑ X 1 ) : The sum of scores of experimental class
2
( ∑ X 2 ) : The sum of scores of the control class
 52

(Gay, 2006)

8. Criteria for Testing Hypothesis

To test the hypothesis, the researcher will use a t-test with α = 0.05

level of significance for an independent sample, the formula degrees of

freedom were DF = N1+N2-2.

The formula of the statistical hypothesis in this research was two-tailed as

follow:

Ho: µ1¿µ2

H1: µ1 ≠ µ2

(Sugiyono, 2010)

Where:

H0: the null hypothesis

H1: the alternative hypothesis

µ1: the mean score of students' speaking ability before taught by using self

- feedback correction

µ2: the mean score of students' speaking ability after taught by using self -

feedback correction

9. Analyzing the Questionnaire Using Likert Scales

Where: 5: Strongly Agree

4: Agree

3: Certain
 53

2: Disagree

1: Strongly Disagree

(Gay, 2006)

Index Percentage

I= 100/ Likert Scales

I= 100/5

I= 20

100% - 80,01% : Strongly agree

80,00% - 60,01% : Agree

60,00% - 40,01% : Certain

40,00% - 20,01% : Disagree

20,00% - 0% : Strongly disagree

Table 3: Level of Motivation

Percentage Category
80% - 100% Highest
65% - 80% High
55% - 65% Average
40% - 55% Lower
0% - 40% Lowes
(Suharsimi, 2001)
 54

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