PEMBERIAN UMPAN BALIK GURU PADA SISWA SEKOLAH DASAR JAKARTA TAIPEI SCHOOL

KARYN OLIVIA MARLEN, . (2026) PEMBERIAN UMPAN BALIK GURU PADA SISWA SEKOLAH DASAR JAKARTA TAIPEI SCHOOL. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (1MB)
	Text BAB 1.pdf Download (447kB)
	Text BAB 2.pdf Restricted to Registered users only Download (525kB)
	Text BAB 3.pdf Restricted to Registered users only Download (454kB)
	Text BAB 4.pdf Restricted to Registered users only Download (2MB)
	Text BAB 5.pdf Restricted to Registered users only Download (431kB)
	Text Daftar Pustaka.pdf Download (343kB)
	Text Lampiran.pdf Restricted to Registered users only Download (4MB)

Abstract

Umpan balik merupakan komponen krusial dalam proses pembelajaran yang berfungsi untuk mengoreksi, memotivasi, dan meningkatkan pemahaman siswa. Penelitian ini bertujuan untuk mendeskripsikan strategi pemberian umpan balik oleh guru serta sikap siswa kelas 2B Sekolah Dasar Jakarta Taipei School (JTS) terhadap umpan balik tersebut dalam konteks pembelajaran bahasa Mandarin. Penelitian ini penting karena kajian serupa masih sangat terbatas di Indonesia, khususnya dalam konteks pembelajaran bahasa Mandarin di tingkat SD. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi partisipatif selama kegiatan Praktik Keterampilan Mengajar (PKM) dan wawancara mendalam dengan guru wali kelas 2B JTS, yang pembelajarannya menggunakan kurikulum Taiwan dengan pengantar bahasa Mandarin. Subjek penelitian ini adalah seorang guru wali kelas dan 26 siswa kelas 2B. Data dianalisis secara tematik dengan merujuk pada teori-teori strategi umpan balik dan teori sikap siswa. Hasil penelitian mengungkap dua temuan utama. Pertama, guru menerapkan strategi umpan balik yang adaptif, mencakup umpan balik korektif (dingzheng) yang disesuaikan dengan karakteristik dan kesalahan siswa dan umpan balik penguatan melalui pujian spesifik untuk membangun kepercayaan diri siswa. Temuan ini menegaskan bahwa umpan balik tidak sekadar alat koreksi, melainkan kebutuhan mendasar yang perlu dibangun secara sengaja dan berkelanjutan oleh guru. Kedua, 92,3% siswa menunjukkan sikap positif terhadap umpan balik, seperti kesediaan memperbaiki kesalahan dan bertanya untuk klarifikasi, sementara 7,7% siswa menunjukkan sikap negatif yang cenderung disebabkan oleh ketidaksabaran. Simpulan penelitian menegaskan bahwa umpan balik yang efektif bersifat responsif terhadap kebutuhan individu siswa dan berfungsi sebagai dialog pembelajaran yang konstruktif. Kata Kunci: Umpan Balik, Strategi Umpan Balik, Sikap Siswa, Pembelajaran Bahasa Mandarin, Sekolah Dasar Jakarta Taipei School ***** Feedback is a crucial component in the learning process, functioning to correct, motivate, and enhance student understanding. This research aims to describe the strategies used by teachers in providing feedback and the attitude of grade 2B students at Jakarta Taipei School (JTS) Elementary School in response to that feedback within the context of Mandarin language learning. This study is significant because similar research is still very limited in Indonesia, particularly in the context of Mandarin language learning at the elementary school level. This research employs a qualitative approach with a descriptive method. Data were collected through participatory observation during Teaching Practice activities and in-depth interviews with the homeroom teacher of class 2B JTS, whose instruction uses the Taiwanese curriculum with Mandarin as the medium of instruction. The subjects of this study were one homeroom teacher and 26 students in grade 2B. Data were analyzed thematically, referring to theories of feedback strategies and theories of student attitudes. The results of the study revealed two main findings. First, the teacher implemented adaptive feedback strategies, including corrective feedback (dingzheng) tailored to the students' characteristics and errors, and reinforcing feedback through specific praise to build students' confidence. This finding confirms that feedback is not merely a correction tool, but a fundamental need that must be intentionally and sustainably cultivated by the teacher. Second, 92.3% of students exhibited positive attitudes towards feedback, such as a willingness to correct mistakes and ask for clarification, while 7.7% of students showed negative attitudes, which tended to be caused by impatience. The research conclusion affirms that effective feedback is responsive to individual student needs and functions as a constructive learning dialogue. Keywords: Feedback, Feedback Strategies, Student Attitude, Mandarin Language Learning, Jakarta Taipei School.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Hudiyekti Prasetyaningtyas, S.S., M.Ed. ; 2). Vanya Zelia, S.S., M.Pd.
Subjects:	Bahasa dan Kesusastraan > Bahasa Mandarin
Divisions:	FBS > S1 Pendidikan Bahasa Mandarin
Depositing User:	Users 33162 not found.
Date Deposited:	02 Mar 2026 01:39
Last Modified:	02 Mar 2026 01:39
URI:	http://repository.unj.ac.id/id/eprint/65795

Actions (login required)

View Item