and allowing students to use a much wider range of language since they broaden the world of the classroom to include the world outside.
c. Feedback in Speaking
Providing feedback for students is absolutely essential. Students need to know how well they do as they learn. This is because the knowledge that they do
well gives them a sense of achievement which motivates them to learn more. Similarly, it is also important to let students know when they have made errors or
mistakes so that they will learn from them. Brown 2001:217 says that errors refer to the students‟ competence in the target language that is wrong or
incomplete and cannot be self-corrected while mistakes refer to a self- performance error which is either a random guess or a slip and students can
correct themselves. Further, Brown 2001:291 quotes some basic options and possible feedback that can be considered by teachers during the language learning
from Kathleen Bailey 1985. They are as follows. 1
Basic options To treat or to ignore
To treat immediately or to delay To transfer treatment or not
To transfer to another individual, a subgroup, or the whole class To return, or not, to the original error maker after treatment
To permit other learners to initiate treatment To test for the efficacy of the treatment
2 Possible feedback
Fact or error indicated Location indicated
Opportunity for new attempt given Model provided
Error type indicated Remedy indicated
Improvement indicated Praise indicated
Other strategies about giving feedback during oral work were offered by Hammer 2001: 104-109. Hence, whether the activities focused on accuracy
non-communicative or fluency communicative should be taken into consideration. In giving feedback during accuracy work, there are two distinct
stages that need be done by the teacher. They are showing the students that a mistake or an error has been made and help them to do something about it.
To show incorrectness, the teacher may use a number of ways such as repeating, echoing,
making statement or question, using facial expression or gesture, hinting, and reformulating
the students‟ utterances. In getting it right stage, if students are unable to correct themselves, focusing on the correct version in detail or fostering peer
correction can be done. While during the fluency work, the teacher needs to respond to the content, not only to the language. Here, tolerance of error during fluency work
should be much greater than accuracy work. Further, Hammer suggests some ways to offer feedback.
First, the teacher can give gentle correction if communication breaks down or if students need prompting because they do not know what to do.
Second, the teacher can record mistakes or errors done by the students so that she can give the feedback afterwards.
d. Assessing Speaking
