CLT Needs Correction on Students’ Speaking Errors

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3. CLT Needs Correction on Students’ Speaking Errors

As English is a foreign language, in producing spoken language, students often make some errors. The result of the interview questions number 3, 4, and 5 about teachers‟ correction showed that there are several aspects in which students often make errors. Those are sentence pattern, pronunciation, and tenses. Two of six participants give the correction on students‟ speaking error directly after they made mistake in performing some tasks. They do not afraid of interrupting students speaking activity because they believe if it is postponed until students finished performing the tasks; both of teacher and students might have forgotten what error they have made. As what Participant 1 explained, “If I postpone it, then some of them might have forgotten which part of mistake. When I give the correction right away, it will be easily remembered”. In this way of giving correction, teachers will listen to what students said first, then, they will give commendation . After that, the teachers will repeat students‟ sentences using the right pattern. Wu 2008 believes that: “Instead, the type of corrective feedback that is widely encouraged and accepted in CLT is implicit and does not interfere with communication. For example, a particular type of feedback, which is called RECAST, has been observed to occur frequently in CLT classrooms. ” p. 51 Based on Wu 2008, a recast is “the teacher‟s reformulation of a learner‟s incorrect utterance while maintaining a focus on meaning ” p. 51. It serves as corrective feedback by providing the learner with the correct form while at the same time also confirming the content of the learner‟s utterance and continuing with the conversation. Recast is an effective means of maintaining conversation with very beginning learners. 14 By giving the correction directly, the teachers expect students will notice their mistake and will use the right pattern of sentence when they have to perform the same thing in the future. As what Participant 5 mentioned, “At least, they learn that. In the next meeting when they learn the same thing, they will use what I have corrected previously.” On the contrary, the other teachers do the correction by waiting until the students finished performing the tasks. First, they will note the errors which students made, then make the correction afterward in general to the whole class. For example, the answer form Participant 2, “I note it, then, I will discuss about the correct pronunciation. Sometimes, I will ask the other students to speak or spell the correct pronunciation, and then, I ask them to repeat after me or after the correct pronunciation.” Teachers will note the errors that students make, and then after they finished performing the task, they will get the correction from the teachers. Therefore, when students have to continue to the other tasks, they have had the correct form of the language. Sometimes, the teachers also ask students to repeat after them to make the students aware of their mistakes and also the correction. As what Participant 6 said, “I always do it for all students in class. So, I will not explain personally to make all students get the correction. I think this is effective because after that, there is no mistake from them when they do the presentation next time.” The teachers will share the correction to the whole class to make all of the students understand and know the right grammar, pattern, tenses, or other aspects of English in communication. All of the participants do the correction on students‟ speaking error very often as long as the students make mistakes. Therefore, they believe that there is no limitation in giving the correction while they are involving in teaching learning process using CLT approach. 15

4. CLT Develops Learner-Autonomy in Learning Process