The Impacts of Teacher’s Direct and Indirect Feedback on The Students’ Motivation in Intermediate Grammar at The Second Semester Students of English Language Education Department UMM

English Language Education Department Faculty of Teacher Training and Education is the institution that
provides the qualified student teachers in the future. To prepare them well, the education system in the
Department has to pay attention to upgrading the teaching learning process both for teacher and students.
Teachers have a great responsibility to deliver students achieving success as expected. With his knowledge,
teacher tried to keep their students not fail in learning. One of the ways to improve the quality of learning
process is by giving feedback. Feedback is very important in the learning process both for students and
teachers which functions to motivate their study, to know their weaknesses and it influences their
achievement. Therefore, it is necessary to conduct a research on the impacts of teacher’s direct and indirect
feedback on the students’ mot ivat ion in intermediate grammar II which purposes are a) to know the types of
feedback given by the teacher, and b) to explain the impact of feedback on their learning especially
motivation. The research uses descriptive qualitative method which takes place in English Department of
UMM. The subject of the research is the second semester students of English Department UMM which
consists of 42 students from two classes: A and B. Meanwhile, the instruments used to collect the data are
observation, questionnaire and interview. After the data were compiled, it will be analyzed descriptively by
using Miles dan Huberman’ model: reduction data, display data and conclusion/drawing/verification. The
result of the study showed that the teacher applied indirect and direct feedback during the class. Indirect
feedback is given in the end of the presentation, while direct feedback is given directly during the
presentation. Based on the study, the students show positive attitude. In addition, students have very high
motivation (more than 80%), which encourage them to learn Grammar. In addition, 79% of the class expect
the comments of their performance. Many of them also feel well when they get a lot of comment during their
presentation (71%). However, 29% of them feel discourage if they get a lot of comments. Mostly, 90% of the
class feel good when the lecturer gives comments to their presentation. Similarly, the class (90% of them)
welcome their classmates’ feedback.