SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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Lecturer’s Oral Corrective Feedback on Students’ Errors in Speaking Classes.

Wilis Rahayu

Abstrak


ABSTRAK

 

Rahayu, Wilis. 2017. Lecturer’s Oral Corrective Feedback onStudents’ Errors in Speaking Classes. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Suharyadi, M.Pd (II) Dr. Furaidah, M.A

 

Keywords: oral corrective feedback, students’errors, speaking classes

In learning, feedback is very important for the development of students’ competence. As an expert, the lecturer in a classroom should be careful in choosing the types of feedback delivered to the students. It is complex to consider which types of corrective feedback that work best for the students. This study is to investigate the types of oral corrective feedback that are used by thelecturers in speaking classes and also some types of corrective feedback that are mostly preferred by the students for their speaking development.

The researcher useda descriptive research design to collect the data. The researcher’s role in this study was anobserver-as-participant. The subjects of the study were 97 students from six Speaking classes. To collect the data, the researcher employed three research instruments. The instruments were videotape, fieldnote, and questionnaire.

The data were analyzed in two ways. Firstly, the data from observations were collected in the form of written transcription about students’and lecturers’ utterances. Then, these transcriptions were grouped based on the seven types of corrective feedback. The second data gathered through survey were calculated and tabulated based on the types of corrective feedback.

The research finding showed that the lecturers gave the immediate and delayed correction. The immediate feedback which occured during observations were Recast, Repetition, Clarification request, Explicit correction, Elicitation, and Metalinguistic clue. The most frequent feedback used by the lecturer was Recast. Recast was also considered by the students as the most useful among other types of corrective feedback.

Both immediate and delayed correction are better used to encourage students’ accuracy. Additionally,it is recommended for Speaking lecturer to use Recast in Speaking classes.

 

It is finally suggested for English Speaking lecturer to use Recast as supportive, scaffolding help that serves to move the lesson ahead when the target forms are not available in the students’ current production ability. For future researchers who have the same interest to study similar topic, it is recommended to conduct observations so that types of corrective feedback are better established because the observation can reach the data redundancy.