Teacher's corrective feedback in speaking activity at the eleventh grade of SMA Wahid Hasyim model Lamongan academic year 2017-2018

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Nisfuroh, Ainun (2018) Teacher's corrective feedback in speaking activity at the eleventh grade of SMA Wahid Hasyim model Lamongan academic year 2017-2018. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Making errors is something common for students during their phases of foreign language acquisition. In this case, the teacher has important roles to correct students’ errors in learning process. Corrective feedback has been of great importance in foreign language acquisition since it helps improving students’ oral production. The objectives of this research are to describe the types of students’ error that teacher correct in speaking activity, to know how the teacher provides corrective feedback toward students’ oral error during speaking activity, and to describes students’ preference toward teacher’s corrective feedback. Using qualitative method by utilizing classroom observation, field note, interview and questionnaire, this research took the data from eleventh grade of SMA Wahid Hasyim Model Lamongan in 2017-2018 academic years, and takes both teacher and students as the research subject. The findings show that the teacher uses corrective feedback to correct students’ errors in grammatical rules, pronunciation and lexical, however, there is a tendency of the teacher to correct students’ grammatical error the most frequent. The teacher applied explicit correction mostly compared to another five types of corrective feedback. However, the students prefer to be corrected using metalinguistic feedback, in other word, the students’ prefer to be given time to think to correct their error by themselves first. In conclusion, among six types of corrective feedback, the teacher applies only four types among them, those are explicit correction, metalinguistic feedback, recast, and elicitation. Furthermore, there is discrepancy between teacher’s practice in giving corrective feedback in learning process and students’ expectation about the way teacher provide corrective feedback. It is interesting to do the further research about the effects of giving certain types of corrective feedback as well as whether there is a corrective feedback types that is more effective than others.