Descriptive, Qualitative and Experimental Journals Analysis

1. A Descriptive Study Of Teacher’s
Oral Feedback In An ESL
Young Learner Classroom In
Indonesia
By E l i s H oms i n i M a o l i d a
E - k i d s C e n d e k i a , B a n d u n g , I n d o n e s i a

2. ABSTRACT
This study reports the teacher's oral positive and corrective feedback in
a classroom interaction in ESL young learner context in Indonesia. The
study was conducted in a primary one class of a newly-established
international school where English was used as the medium of
instruction not only in English class but also in almost all subjects. It was
revealed that the teacher employed more positive feedback than
corrective feedback in the interaction, and in employing positive
feedback the teacher preferred to utilize non-verbal cues
(paralinguistic strategy) and praise markers. However, there was a
potential ambiguity in employing praise markers. In employing
negative/corrective feedback, the teacher tended to use explicit
feedback rather than implicit feedback. Besides the above, corrective
feedback was used to expand conversation, scaffold learning and
negotiate meaning and form.

3. RESEARCH DESIGN
* Descriptive
It involves a collection of techniques
to specify or describe naturally
occurring phenomena without
experimental manipulation. And
this study was carried out with
video-audio recordings and field
notes without experiencing
something.
Type of Descriptive
Research
*Interactional Research
This research documents the
interactional features of
classroom discourse. And in
this article, the data were
collected from of video-audio
recording of teacher-students
interaction and field
notes.
Type of knowledge
* Priori
This was categorized in the priori
knowledge because the research
was based on observation. It’s was
by doing a systematic research
observation.

4. Purpose
• This study was conducted to observe and focus on positive
and corrective of feedback used in the classroom interaction.
The term positive feedback used in this study refers to broader
definition of oral positive feedback which combines some
definitions from previous researchers(Reigel, 2005). By
adapting three components of positive feedback from Reigel
(2005), this study categorizes positive feedback strategies into
three elements (p.32). Corrective feedback used in this study
refers to the feedback that learners receive on the linguistic
errors they make in their oral speaking.

5. Research questions
• Two different types of
feedback the positive and
corrective used in the
classroom interaction.
• The teacher employs more
positive feedback than
corrective feedback in the
interaction.
PARTICIPANTS (case study)
* An English Teacher
with his twenty-two students
ESL classroom in Indonesia.
Materials
• A classroom observation scheme
designed to record teacher-students
interaction.
• Recordings
• Field notes

6. Data collection
• The data were
collected from 180
minutes of video-audio
recording of
teacher-students
interaction and by
observing (field
notes). The video-audio
recording was
transcribed for detail
analysis. Together
with the result of field
notes, the data were
analyzed and
interpreted.
Data Analysis
The analysis showed that positive
feedback outnumbered
corrective feedback. Of the forty-nine
(100%) feedbacks given by
the teacher, 34 (69.4%)
feedbacks were positive and 15
(30.6%) feedbacks were
corrective. Below is the
distribution of feedback.
Observation in the class showed
that the young learners enjoyed
the interaction in class. It could
be seen from the fact that the
students participated in question
and answer interactively. Every
time the teacher gave a
question, almost all students
raised their hands, competing
with each other.

7. Therefore, the teacher chose
which student to answer first
then distributed the
participation. The classroom
was also alive with concluded
that the positive circumstance
of interaction was the result
from the positive feedbacks
employed by the teacher.
However, the positive
feedback utilized by the
teacher in the interaction might
contribute to the positive
learning environment that
motivate and encourage
students to participate in the
interaction(Prabhu, 1992;
Reigel, 2005; Tatawy, 2002).
Why do you think each
researcher chose that
particular research desing
and not other?
• I strongly believe that the author
Elis Homsini chose the
descriptive research, because it
was the more suitable for his
research since that design
involves a collection of
techniques to describe a
phenomena without
experimental manipulation. And
the author needed to describe
a phenomena. In this case, the
positive and corrective
feedback used in the classroom
interaction. In a nutshell, he
carried out his research by
observing under study. Without
any kind of experimentation. So
it couldn’t be another design
since this one is the more
appropriate for this research.

8. REFERENCES
• Homsini, E. (2013). A Descriptive Study of Teacher’s Oral
Feedback in an ESL Young Learner Classroom Indonesia. A
biannual publication on the study of language and literature,
Vol. 15. Retrieved from
http://puslit2.petra.ac.id/ejournal/index.php/ing/article/view/18
916

9. A Study Of English Phonological
Errors Produced By
English Department Students
B y Na n i I n d r a j a n i T i o n o y Ar l e n e
Ma r i a Y o s t a n t o
English Department, Faculty of Letters, Petra Christian
University,
Siwalankerto 121-131, Surabaya, East Java, Indonesia

10. ABSTRACT
• This qualitative research was conducted to find
out the kinds of English phonological errors
produced by English department students,
particularly English consonantal sounds that do
not exist in Indonesian phonetics system – [v],
[θ], [ð], [߯], [d߯], and [t∫] – and the patterns of
those errors. The result shows that the students
produced thirty-four kinds of phonological errors
and that the deviations occurred most
frequently before, after, or in between vowels.

11. • TYPE OF RESEARCH
* Practical Qualitative
Research
It was showed that there were
experimental studies in this
research, and also it was made
based on a specific level, group of
people in this case with 25 English
department students and also in a
particular place which was a
private university in surabaya,
Indonesia. Detailing results in a
specific context.
TYPE OF KNOWLEDGE
* Empirical knowledge
This was categorized in the
empirical knowledge because
there were involved many
process such studies and
experiments.
PURPOSE
This research was done to
observe the phonological
errors done by the
Indonesian English learners in
order to find out firstly the
kinds of phonological errors
made by the students in
producing the English
consonantal sounds which
do not exist in Indonesian
sound system – namely [v],
[θ], [ð], [߯], [d߯], and [t∫],
and secondly the patterns of
the phonological deviations.

12. HYPOTHESIS
As a consequence of all the
difficulties provided by the English
pronunciation, many English
language learners as well as the
Indonesian learners tend to
generate errors in the articulation
of the sounds. Therefore, this
research was done to observe
the phonological errors done by
the Indonesian English learners in
order to find out firstly the kinds of
phonological errors.
INSTRUMENTS
* A tape recorder and
pronunciation tasks, which were
composed from the
pronunciation exercises taken
from Pronunciation in Action
(Taylor, 1993), Pronunciation
Exercises in English (Clarey &
Dixson, 1963) and The Sounds of
English (Deterding &
Poedjosoedarmo, 1998), and
from the ESL website
(http://international.ouc.bc.ca/
pronunciation/).
PARTICIPANTS
* Twenty-five English department
students who studied in a private
university in Surabaya, a city in East
Java, Indonesia.

13. DATA COLLECTION
The data needed related only to the English consonantal sounds that
do not exist in Indonesian.
• The source of data was from the phonetic transcription of the
recorded pronunciation of twenty-five English department students
who studied in a private university in Surabaya, a city in East Java,
Indonesia.
• A tape recorder and pronunciation tasks, which were composed
from the pronunciation exercises taken from Pronunciation in Action
(Taylor, 1993), Pronunciation Exercises in English (Clarey & Dixson,
1963) and The Sounds of English (Deterding & Poedjosoedarmo,
1998), and from the ESL website
(http://international.ouc.bc.ca/pronunciation/), were used to collect
the data.
• Having the phonetic transcription of the data which was done
manually, the analysis began with the identification of the errors by
comparing each student’s actual pronunciation with the standard
phonetic transcription.

14. Data Analysis
• The findings were grouped based
on the six consonantal sounds
investigated in this study, they
are [v], [θ], [ð], [ʒ], [dʒ], and [t∫].
For additional description, each
of those sounds was then
classified into three categories in
relation to the positions of their
occurrences: they are initial,
medial and final positions.
Moreover, the phonological
environments of the deviations
were also formulated with the
intention that further explanation
about the patterns of the
deviations could be provided.
Why do you think each
researcher chose that
particular research desing
and not other?
• I think that the authors Indrajani
and Yostanto chose the
qualitative research, because it
was the more appropriate for
their research. That design
involves investigation of
concepts that are not
numerically measurable, such as
perceptions and the reasons
behind them. That was the
authors’ research about. They
needed to know what were the
reasons of what Indonesian
students were not able to
produce certain kinds of
consonants sound . And
according with their results they
built some theory about it. So
they couldn’t chose another
design since this one involves
everything what they needed to
achieve their goal.

15. REFERENCES
Indrajani, N. & Yostanto, A. (2008). A Study of English
Phonological Errors Produced by English Department Students. A
biannual publication on the study of language and literature,
Vol. 10. Retrieved from
http://puslit2.petra.ac.id/ejournal/index.php/ing/article/view/16
761
DELMY PAT PINTO

16. THE ROLE OF
SUBTITLES IN SECOND
LANGUAGE
ACQUISITION
By L i s a Ma r i a Gr ø n n Au r s t a d
M a s t e r ’ s T h e s i s I n E n g l i s h
N t n u
S p r i n g 2 0 1 3

17. ABSTRAC
• The aim of this master’s thesis is to provide further information about
the role of subtitled audiovisual material in second language
acquisition. Quantitative experimental research was conducted with
49 17-year-old Norwegian high school students as participants. The
participants were divided into three groups identical to their original
school classes. One group watched an episode of the American
animated cartoon Family Guy with Norwegian subtitles, the second
group watched the same episode with English subtitles, and the
control group watched the episode with no subtitles. Immediately
after watching the episode, the participants responded to a
comprehension questionnaire in order to investigate the potential
short term effects of the subtitles, and four weeks later they
responded to a word definition task and a lexical decision task in
order to measure potential long term effects. The results indicated
only short term effects of the subtitles as the presence of subtitles in
the Norwegian group and the English group predicted better
performance in the comprehension questionnaire. No effects of the
subtitles were found in the word definition task and the lexical
decision task, indicating that there were no long term effects of the
subtitles in these two experiments.

18. TYPE OF APPROACH AND RESEARCH
* Quantitative Experimental Research
It was showed that the main variables in this experiment were
different types of subtitles in watching audiovisual material: native
language subtitles, target language subtitles, and no subtitles. The
quantitative studies allow for a large number of participants whose
results can be compared to each other related to a number of
variables. The performances of the participants were measured
with the variables, and the resulting numerical data was statistically
analyzed in R.
The research design of this study might well be argued to be
experimental. In experimental designs, researchers explicitly
manipulate the variables in order to prove/disprove their
hypothesis. So the approach of this study is deductive and involves
the manipulation of variables (type of subtitles). And it included
two experimental groups.

19. TYPE OF KNOWLEDGE
* Empirical knowledge
This work was categorized in
the empirical knowledge
because there were involved
many process such studies and
experiments.
PURPOSE
The aim of this study was to
investigate the potential effect of
subtitled audiovisual material in
enhancing second language
acquisition. The experiment was
constructed so as to reveal both
potential short and long term
effects as well as potential
differences based on the
language of the subtitles. The main
area of interest was to investigate
whether exposure to different
types of subtitles when watching
an animated cartoon episode in
the target language had an effect
on the results on a comprehension
questionnaire, a word definition
task, and a lexical decision task.

20. INSTRUMENTS
• Three episodes of the
American animated cartoon
series Family Guy, one with
English subtitles, other with
Norwegian subtitles, and the
last one with no subtitles .
• Comprehension questionnaire
• Vocabulary test
• Grammar test
PARTICIPANTS
The participants were 49 17-year-olds
native Norwegian students with 25
females and 24 males. with a fairly
high level of proficiency in English as
a second language. The participants
were selected randomly based on
their original school classes and
divided into participant groups
identical to these original classes.
The participants were divided into
three groups where one group
watched an episode of the
American animated cartoon series
Family Guy with Norwegian subtitles,
the second group watched the
same episode with English subtitles,
and the third group watched the
episode with no subtitles making this
group the baseline control group.

21. DATA COLLECTION
The experiment was divided into two
parts in order to make room for both a
pre-test and short-term effect part and
a long-term effect part four weeks later.
The participants were asked to
complete a questionnaire, also a
vocabulary test and a grammar test on
the internet. After completing the
background questionnaire and the
vocabulary and grammar tests, the
participants were told to watch a film
clip. Immediately after watching the
episode, the participants were given a
comprehension questionnaire in paper
format based on the contents of the
episode . Four weeks after the first
testing and the exposure to the stimuli,
the participants were presented with a
word definition task and a lexical
decision task related to the episode
they had watched.
HYPOTHESIS
The main hypothesis was that the
subtitles would influence the
performances of the groups in all
the three tasks indicating both
short term and long term effects.
It was also hypothesised that the
English subtitles group would
outperform the other two groups
as the facilitative effect of target
language subtitles has been
found in several studies (Bianchi &
Ciabattoni, 2008; Markham, 1999;
Mitterer & McQueen, 2009;
Vanderplank, 1988).

22. Data Analysis
Why do you think each
researcher chose that
particular research desing
and not other?
The author chose the
experimental research, because
it was the most suitable for her
research. She couldn’t chose
another design since it involves
all the process that is required to
achieve her goal.
That design involves the
manipulation of variables in this
case (type of subtitles) in order to
prove or disprove her hypothesis.
And that was what the author
wanted. So that she can prove
her hypothesis she needed to
work in experiments. In this case,
her research included two
experimental groups.
All the collected data was therefore
coded and entered into an Excel
worksheet that provided the basis for
descriptive statistics allowing for
calculation of the potential patterns
in the data set. In order to investigate
further whether the potential patterns
found in the descriptive analysis in
fact were statistically significant and
not just a coincident, inferential
statistics was carried out in R to check
for dependencies between the results
and the type of stimulus and
information from the background
testing. In this way the patterns found
in the descriptive statistics would be
checked to see if the patterns “truly
exist in some kind of meaningful way”
(Levon, 2010, p.

23. REFERENCES
• Gronn, L. (2013). The Role of Subtitles in Second
Language Acquisition. Master’s thesis in English,
NTNU, Norway. Retrieved from
http://www.ntnu.edu/documents/38274309/40279009/Lis
aMGAurstad_Master_2013_withtitlepage.pdf/190bc71d-
3e85-4519-a78b-5064597e5298
Delmy Pat Pinto