Rahayu, Wilis (2017) Lecturer's oral corrective feedback on students' errors in speaking classes / Wilis Rahayu. Diploma thesis, Universitas Negeri Malang.
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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. ABSTRAK Rahayu Wilis. 2017Lecturer s Oral Corrective Feedback on Students Errors in Speaking Classes. Mahasiswa. Skripsi Jurusan Sastra Inggris Fakultas Sastra Universitas Negeri Malang. Pembimbing (I) Dr. Suharyadi M.Pd (II)Dr. Furaidah M.A Kata Kunci oral corrective feedback students errors kelas Speaking Dalam kegiatan pembelajaran feedback sangat berperan penting terhadap perkembangan kemampuan mahasiswa. Dosen sebagai seorang ahli dalam kelas seharusnya berhati-hati dalam memilih tipe-tipe Oral Corrective Feedback yang akan disampaikan. Memilih tipe Oral Corrective Feedbackyang sesuai untuk semua mahasiswa sangatlah rumit. Dalam penelitian ini peneliti bermaksud untuk menemukan tipe-tipe Oral Corrective feedback yang digunakan oleh Dosen selama mengajar di kelas Speaking dan mengetahui pendapat mahasiswa tentang tipe-tipe Oral Corrective Feedback yang sesuai untuk perkembangan kemampuan berbicara mahasiswa. Peneliti menggunakan desain penelitian deskripsi dengan teknik observasi dan survei. Peneliti dalam penelitian ini bertindak sebagai observasi partisipan. Subjek dalam penelitian ini adalah 97 mahasiswa dari enam kelas Speaking. Peneliti menggunakan tiga instrumen untuk mengumpulkan data. Instrumen tersebut adalah alat perekam fieldnote dan kuesioner Analisis data dalam penelitian ini menggunakan dua cara. Data pertama diperoleh melalui observasi yang berupa transkripsi dari percakapan antara Dosen dan mahasiswa. Kemudian transkripsi tersebut dikelompokkan dalam tujuh tipe-tipe Oral Corrective Feedback. Data kedua yang diperoleh melalui survei dihitung dan dikelompokkan berdasarkan tipe-tipe Oral Corrective Feedback. Hasil penelitian menunjukkan bahwa Dosen telah memberikan immediate dan delayed correctiondi dalam kelas Speaking.Tipe-tipeimmediate feedback yang terjadi ketika observasi berlangsung adalah Recast Repetition Clarification request Explicit correction Elicitation dan Metalinguistic clue.Recast adalah tipe feedback yang paling sering digunakan oleh Dosen. Rata-rata mahasiswa juga memilih Recast sebagai tipe feedback yang paling membantu dari pada tipe-tipe feedback yang lain. Immediate dan delayedcorrectionsangat baik digunakan oleh Dosen ketika Dosen fokus terhadap kesalahan dalam menyusun tata kalimat. Selain itu Dosen Speakingsangat disarankan untuk untuk menggunakan Recastdi dalam kelas Speaking. Penelitian ini disarankan bagi Dosen Speaking untuk menggunakan Recast sebagai pendukung dan pendorong mahasiswa dalam menentukan target bahasa yang belum mampu difahami oleh mahasiswa. Bagi peneliti selanjutnya yang memiliki kesamaan ide penelitian disarankan untuk melakukan observasi beberapa kali sehingga observasi dapat mencapai titik jenuh.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 06 Jul 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/10358 |
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