16 classes, usually when the teachers gave the correction in written forms, the students would
not pay attention more about their grammatical mistakes compare to when the correction was done orally because the students received no direct corrections when talking, and the chance
of forgetting the correct patterns was higher in the following meetings when corrected using written forms. An argument from Ms. St strengthens this statement, she said:
It is because the students respond much faster on oral grammar correction than written correction as what I have said previously. So when they make grammatical mistakes, they
will be corrected directly about which the correct forms are. By doing this, they will memorize the correct ones instantly in the following meetings that when they almost make
the same mistakes again, they will know from the experience they had in the previous meetings and they will not do the same grammatical mistakes again in the future Ms. St, My
Translation
From those results, conclusion that could be clearly seen was that oral grammar correction seems to be beneficial in terms of time efficiency. Time efficiency was important
to help the students instantly notice their own grammatical mistakes, remembered the correct patterns immediately, and prevented them from making the same grammatical mistakes in the
following meetings, as Tomczyk 2013 mentioned in his study saying that the teacher needs to give the correct forms of grammar to the students so that the students will not do the same
mistakes in the following meetings or future learning. Tomczyk, 2013.
3. Effectiveness toward students’ learning process
Based on the interview results, oral grammar correction also gave another advantage such as improvement in motivation and sense of curiosity for students. 1 out of 12
participants stated his experience in teaching speaking classes using oral grammar correction. He found that using oral grammar correction in his classes gave him an advantage which is
building students‟ sense of curiosity, he said:
Improvement yes, then I can motivate them to have the sense of curiosity why I correct them and the most important and the most difficult thing in teaching English is how to motivate the
student to have the sense of curiosity. They can be creative to use the right grammar in English, without making the same mistakes Mr. Sg, My Translation
17 From the statement which Mr. Sg has mentioned, I also believe that if the students
have the sense of curiosity to know the correct patterns of English grammar, then the students seem to be more aware if they make grammatical mistakes in the following meetings. This
idea is supported by Dekeyser 1993 who also believes that if the teacher can built the motivation of English in this case was the motivation to have sense curiosity the student
will do better with the correction it means that the student will obtain the grammar knowledge, speaking fluency, and accuracy. The students were likely to understand why they
are corrected since they have already had the understandings of the correct grammatical patterns. By having sense of curiosity to know and to learn the correct patterns of English
grammar, the students would understand the use of the correct ones. After the students understood the correct grammatical patterns and used the correct grammatical patterns in the
classroom activities, they tended not to make the same mistakes, and from this situation they seemed to be more motivated in learning the language.
B. Students’ reactions based on teachers’ observation
In correcting students‟ grammatical mistakes, there were two results which could be found based on the interview results of the 12 participants. Those two results were positive
and negative reactions of the students being corrected using oral grammar correction.
1. Positive reaction
From teaching experiences that the participants had, 11 out of 12 participants found that students mostly have positive reaction toward oral grammar correction used by the
teachers. Those 11 participants in the interview mentioned that personalities of the students themselves would determine the success of the learning process. For example, Ms. Y
disagreed with the idea from Chen, Thompson, Kromrey, and Chang 2011 who stated that gender also affects in receiving feedback, she argued saying that
“I think it depends on the
