Al Ghaniy, Roro Millatu (2022) Esp students’ anxiety levels and perceptions toward oral corrective feedback in speaking class / Roro Millatu Al Ghaniy</p>. Masters thesis, Universitas Negeri Malang.
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SUMMARY Al Ghaniy M. Roro. 2022. ESP Students rsquo Anxiety Levels and Perceptions toward Oral Corrective Feedback in Speaking Class. Thesis English Language Education Graduate Program State University of Malang. Advisors (I) Dr. Mirjam Anugerahwati MA. (II) Dr. Johannes Ananto Prayogo M. Pd. M. Ed. Keywords ESP anxiety students rsquo perceptions oral corrective feedback speaking class The interest in working in international hospitals has improved significantly among Indonesian nurses. However winning an opportunity to work in international hospitals is a complex process. Indonesian nurses should first pass a series of tests to win the opportunity. In fact since 1996 the passing rate of Indonesian nurses has been unsatisfactory (Sismiati amp Latief 2012). Low English speaking skill becomes the main factor causing the low passing rate. Due to this fact it is highly recommended that all nursing students learn speaking more intensively. Recognizing how crucial speaking skill is the University of Muhammadiyah Malang has a course English for Specific Purposes (ESP) specifically designed for freshman and transferred students. This course mainly aims at assisting students in improving their oral communication ability. Thus students are required to attend two speaking classes per week. However in its practice students face severe problems in speaking English. Among other factors anxiety is the main contributing factor that hinders students from speaking English. Thus the students are frequently passive during the learning process. Anxiety is also capable of lessening the students rsquo concentration in speaking English. When the students lose their focus they can produce oral errors. Experts affirmed that oral errors should be corrected. Nevertheless correcting the students rsquo oral errors is still arguable. Some argue that corrective feedback helps the students recognize their oral errors and encourage them to use the correct form. Other experts on the other hand explained that corrective feedback triggers anxiety. The statements mentioned earlier motivated the researcher to conduct this research. This research aims at answering the questions (1) What are the Nursing students rsquo anxiety levels in ESP-Speaking class (2) How are the perceptions of the Nursing students with different anxiety levels on the necessity of oral corrective feedback (3) How are the perceptions of the Nursing students with different anxiety levels on the types of errors to be corrected (4) How are the perceptions of the Nursing students with different anxiety levels on the provider of oral corrective feedback (5) How are the perceptions of the Nursing students with different anxiety levels on the types of oral corrective feedback techniques . A survey research design was used to investigate ESP students rsquo anxiety levels and their perceptions of oral corrective feedback (OCF). One hundred and forty-one students were involved as the research participants. Furthermore two closed-ended questionnaires namely the Foreign Language Classrooms Anxiety Scale (FLCAS) and the students rsquo perceptions toward OCF were used to collect the data. This study s findings revealed that most Nursing students (44 per cent) experienced moderate anxiety while 42.6 per cent of the students encountered low anxiety and 13.5 per cent of the students faced high anxiety.Regarding their perceptions of the necessity of OCF the majority of low- moderate- and high-anxiety students (58 60 and 58 percent) strongly wanted the lecturers to correct their oral errors in ESP-Speaking class. Concerning the types of errors to be corrected nursing students with low moderate and high anxiety (40 60 and 79 percent) strongly agreed if the lecturers correct all oral errors they produced in ESP-speaking class. In addition the majority of nursing students wanted their errors in grammar phonology vocabulary usage pragmatics and discourse to be corrected occasionally. Regarding the perceptions of the provider of OCF low- moderate- and high-anxiety nursing students perceived peer correction positively. Moreover nursing students experiencing low moderate and high anxiety perceived explicit corrections as the most effective OCF followed by recast and elicitation. On the other hand clarification requests and repetition were the least favorable OCF. The implications of this study are (1) Oral errors should be corrected in order to avoid fossilization and improve students rsquo speaking abilities (2) Lecturers do not need to frequently correct errors in grammar phonology vocabulary usage pragmatics and discourse as it can make the students feel inferior and anxious (3) Students should be involved in the process of error correction (4) Lecturers should apply appropriate techniques to correct the oral errors.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 27 Oct 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322504 |
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