Utilizing dialogic feedback through progress, content, and process-oriented to promote speaking skills

Saridah, Siti (2025) Utilizing dialogic feedback through progress, content, and process-oriented to promote speaking skills. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This research investigated the utilization of dialogic feedback through Progress, Content, and Process-oriented (PCP) coaching to promote speaking skills. PCP coaching offers the teacher guidance questions; it helps the teacher-students to maintain English conversation. This study has conducted the research in the Islamic Junior School Cijulang, Pangandaran district class IX F by the reason because several students had poor speaking skills. Three research questions of this study: (1) How dialogic feedback through PCP coaching stimulate EFL students’ engagement in interactive communication (2) How EFL students’ speaking skills develop by implementing dialogic feedback through PCP coaching, and (3) teacher and students perceive the effectiveness of dialogic feedback through PCP coaching. This study used a qualitative study and a case study as research design with two techniques for collecting data they were observation and semi-structured Observation was carried out in 4 meetings in 4 weeks during the teaching-learning process for all students. In semi-structured interviews, six students were purposive sampling based on their various of English score to investigate the students’ speaking skills development. The result of this research presented that the utilization of dialogic feedback through PCP coaching could stimulate students’ speaking skills could be described. First of all, the students’ engagement could be stimulated by implementing dialogic feedback through PCP coaching involving students’ participation, students’ attention to the materials, and willingness to take risks, particularly in week 4. After that, the students’ speaking development through observation, showed significance progress. It showed the changing of their speaking levels. Furthermore, teacher and students perceived positive perception in implementing dialogic feedback through PCP on their speaking skills. The participants stated that dialogic feedback helped them to achieve a clear explanation, empower their confidence to speak up, and provides more conversation practice.

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