| Abstrakt: |
In this study I intend to show that feedback procedure towards student′s errors or mistakes in teaching and learning process is reflected by many features of student′ perceptions and that the negative teacher′s feedback procedure impacts students learning behavior. To evaluate this, I consider three distinct techniques of data collections within observation, questioners and interview. The respondents were 28 German language students. The three procedural feedback were applied, which are: (1) "direct in speaking (interrupting) to correct", (2) discussing the student′s mistakes at the end of the lesson, and (3) the students, who made the mistakes should stand in front of the whiteboard and may have their seat back, if they can explain sentence given by their fellow student. The results show that the third procedure feedback is a bit hard for students but the procedure could increase student′s motivations to work the task properly. [ABSTRACT FROM AUTHOR] |
