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
18 people. If they are planning to study, then the self awareness will be high but I think gender
does not distinguish the self awareness”. Ms. Y, My Translation.
I strongly believed that gender seemed not to distinguish the self awareness that the students had, but again, it depended
on the people themselves. “It depends on their attitudes, motivation, and anxiety in le
arning English” Dekeyser, 1993. Another interview statement from Ms. Sd also showed that most of the students generally reacted positively when being
corrected using oral grammar correction, she said:
Positive, mostly positive. Because they look like “oh I know how to speak this well”, they know how the correct way to speak with the correct grammar so positive because they
confirm, and sometime they take notes. Ms. Sd
From the teaching experience of the participants, it could be understood that students who were highly motivated and have positive attitudes in learning the language seemed to
react positively because the students realized and understood that making mistakes was part of the learning process that the students had to overcome.
2. Negative reaction
However, only 1 out of 12 participants being interviewed mentioned that negative reaction was shown when teacher used oral grammar correction to her students during the
learning process. The participant stated in the interview that oral grammar correction she used during teaching and learning process sometimes caused the students to feel uncomfortable
and made the students feel being underestimated and embarrassed when being corrected in front of their friends, especially when they were talking. The participant said
“Not all the students feel comfortable with oral grammar correction. Maybe we should combine with
other types of correction. Not just oral, we have to combine.” Ms. T, My translation.
Based on the experience of one of my participants, some researchers also stated that teachers‟ oral grammar correction might also become an embarrassment, anger, inhibition,
19 feeling inferiority, and a general negative attitude toward the class Truscott, 1999, p. 441.
Negative reaction from the students, based on my teaching experiences, could also be seen when teachers‟ attention or focus was only to correct students‟ mistakes. The teachers would
only focus in the grammatical mistakes and did not focus on the contents that the students tried to deliver. Furthermore, sometimes oral grammar correction seemed to disturb the
learning process because the teacher might cut the talks in the middle of conversation in the speaking activities. Truscott 1999 added some information that correcting the grammatical
mistakes could waste time because the teacher became lack of focus and only focus on correcting the mistake that the students made. Therefore, indeed using oral grammar
correction could be bothersome sometimes if the teacher only focused on correcting the students‟ grammatical mistakes. Some people believed that gender could also play roles in
students‟ reactions toward oral grammar correction. The situation was similar to Chen, Thompson, Kromrey, and Chang
‟s study. Chen, Thompson, Kromrey, and Chang 2011 believed that gender also affects in receiving the feedback, boys were more attentive with the
correction rather than girls, and girls were more sensitive when receiving the feedback.
C. Methods in Giving Oral Grammar Correction
