CORRECTIVE FEEDBACK FOUND IN SPEAKING CLASS AT Corrective Feedback Found In Speaking Class At The English Department Of Muhammadiyah University Of Surakarta.
CORRECTIVE FEEDBACK FOUND IN SPEAKING CLASS AT
THE ENGLISH DEPARTMENT OF MUHAMMADIYAH
UNIVERSITY OF SURAKARTA
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for A Bachelor Degree of Education
in English Department
by:
IPUNG ANGGORO
A 320 080 221
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
ii
iii
iv
v
MOTTO
People who feel good about themselves product good result
Talk less do more
Be proud of yourself. Everyone has his own personal history
vi
DEDICATION
This thesis is dedicated to:
1. My beloved father and mother
2. My beloved wife
3. My beloved family
4. My beloved sister
5. All of my lovely friends
vii
ACKNOWLEDGEMENT
Assalamu’ alaikumWr
Wr.Wb.
Alhamdulillaa
laahirobbilaalamiin. Nothing is possible withou
hout permission of
Allah. Praise to be A
Allah, who gives the writer His bless and guidance,
g
so the
writer can finish he
her research paper entitled: CORRECTIVE
IVE FEEDBACK
FOUND IN SPEAK
AKING CLASS AT THE ENGLISH DEPA
PARTMENT OF
MUHAMMADIYAH
H UNIVERSITY OF SURAKARTA.The wri
writer realizes that
it is impossible to finish
fin the research paper without other people
le help. Therefore,
the writer would like
ike to express appreciation to those who have
ve important roles
during the writing process
pro
of this thesis.
1. Drs. H. Sofyan A
Anif, M. Si.as the dean of teacher training
ing and education
faculty of Muham
ammadiyah University of Surakarta.
2. KoesoemoRatih,, S.Pd.M.Hum.,as
S
the head of English departe
rtement as well as
the consultant, for
fo her patience in giving gidance, advice,
e, suggestion and
valuable criticism
sm during the writing process of this researchh ppaper to make it
better.
3. Prof.Dr. EndangF
gFauziati.who has patiently guided, encouraged
ged, supported and
motivated the writ
riter since the beginning until the end of this research
re
paper.
4. AryatiPrasetyarini
ini, M.Pd. as the Second Consultant who gives
es her guidance’s,
supports, advices,
es, suggestions, information, and corrections
ns for the sake of
finishing this resea
search patiently and sincerely,
viii
5. My beloved father and mother who are impatient to see me finishing this
thesis soon and also for their love, pray, support, motivation, and everything.
You are the best teachers in my life.
6. My beloved wife, for your spirit, pray, support, motivation and everything. I
love you so much.
7. For those whom I can not mention one by one.
The writer realizes that this thesis is not perfect yet, therefore she always
hopes suggestions and constructive criticism for the betterment of this
research paper. She also hopes this research paper can give contribution in
English Teaching especially in teaching composition.
Wassalamu’alaikumWr.Wb.
Surakarta, 29 January 2013
The writer
IPUNG ANGGORO
ix
SUMMARY
IpungAnggoro. A 3200 80 221.CORRECTIVE FEEDBACK FOUND IN
SPEAKING
CLASS
AT
THE
ENGLISH
DEPARTMENT
OF
MUHAMMADIYAH UNIVERSITY OF SURAKARTA. MUHAMMADIYAH
UNIVERSITY OF SURAKARTA. 2013.
The major issue of this study is the implementation of corrective feedback
in speaking class at UMS focusing on the types of corrective feedback used by the
teacher in UMS, what is the frequency of each type of corrective feedback used by
the teacher in teaching speaking in UMS, what is the dominant type of corrective
feedback used by the teacher in teaching speaking in UMS, and what is the
pedagogical implication of corrective feedback used by the teacher in UMS.
The research is descriptive qualitative study. The subject of the study is
teaching speaking I, II, III, IV in UMS. The object of the study is the first, second,
third, and fourth year students’ ability in speaking. To collect the data, the
researcher uses observation and documentation in speaking class at UMS.
The results of the study, show that there five types of corrective feedback
used by the teachers in UMS, namely clarification request (59%), recast (19,
7%),metalinguistic feedback (14, 5%), explicit correction (3, 4%), and translation
(3, 4%). The frequency of the use of clarification request found 69 data, recast 23
data, metalinguistic found 17 data, explicit correction found 4 data, and translation
found 4 data. Therefore was the most dominant type of corrective feedback is
clarification request where that was found 69 data. The implication of using
corrective feedback on English speaking is that, the student will be brave in
teaching learning activity especially on speaking. But, there are negative
impactson student’s learning, where the students are dependent and passive by
waiting for teacher feedback.
Keywords: Descriptive, Speaking, Corrective Feedback
Consultant I
Consultant II
Prof. Dr. EndangFauziati
AryatiPrasetyarini, M.Pd.
NIK. 274
NIK. 725
x
TABLE OF CONTENT
TITLE........................................................................................................
i
APPROVAL..............................................................................................
ii
ACCEPTANCE ........................................................................................
iii
TESTIMONY............................................................................................
iv
MOTTO ....................................................................................................
v
DEDICATION ..........................................................................................
vi
ACKNOWLEDGEMENT ........................................................................
vii
SUMMARY ..............................................................................................
ix
TABLE OF CONTENT ............................................................................
x
CHAPTER I :
INTRODUCTION ..........................................................
1
A. Background of the Study ............................................
1
B. Limitation of the Study...............................................
4
C. Problem Statement .....................................................
4
D. Objective of the Study ................................................
5
E. Benefit of the Study ...................................................
5
CHAPTER II : UNDERLYING THEORY ..............................................
7
A. Previews Studies ........................................................
7
B. Corrective Feedback .................................................
10
1. Notion of Corrective Feedback ...............................
10
2. Types of Corrective Feedback ................................
12
3. Guidelines for Corrective Feedback........................
18
4. The Efficacy of Corrective Feedback .....................
21
xi
CHAPTER III : RESEARCH METHOD .................................................
23
A. Type of Research .......................................................
23
B. Subject of the Study ..................................................
24
C. Object of the Study ....................................................
24
D. Method of Collecting Data ........................................
25
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION .............
27
A. Research Findings ......................................................
27
1. The Types of Corrective Feedback Used by the Teacher in
UMS ......................................................................
27
2. The Frequency and the Dominant of Each Type of
Corrective Feedback Used by the Teacher in Teaching
Speaking in UMS ..................................................
35
B. Discussion of Finding ................................................
37
1. The Types of Corrective Feedback Used by the Teacher in
UMS ......................................................................
37
2. The Frequency and the Dominant of Each Type of
Corrective Feedback Used by the Teacher in Teaching
Speaking in UMS ..................................................
37
CHAPTER V : CONCLUSION AND SUGGESTION ............................
40
A. Conclusion..................................................................
40
B. Suggestion ..................................................................
41
C. Pedagogical Implication .............................................
43
BIBLIOGRAPHY
APPENDIX
xii
THE ENGLISH DEPARTMENT OF MUHAMMADIYAH
UNIVERSITY OF SURAKARTA
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for A Bachelor Degree of Education
in English Department
by:
IPUNG ANGGORO
A 320 080 221
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
ii
iii
iv
v
MOTTO
People who feel good about themselves product good result
Talk less do more
Be proud of yourself. Everyone has his own personal history
vi
DEDICATION
This thesis is dedicated to:
1. My beloved father and mother
2. My beloved wife
3. My beloved family
4. My beloved sister
5. All of my lovely friends
vii
ACKNOWLEDGEMENT
Assalamu’ alaikumWr
Wr.Wb.
Alhamdulillaa
laahirobbilaalamiin. Nothing is possible withou
hout permission of
Allah. Praise to be A
Allah, who gives the writer His bless and guidance,
g
so the
writer can finish he
her research paper entitled: CORRECTIVE
IVE FEEDBACK
FOUND IN SPEAK
AKING CLASS AT THE ENGLISH DEPA
PARTMENT OF
MUHAMMADIYAH
H UNIVERSITY OF SURAKARTA.The wri
writer realizes that
it is impossible to finish
fin the research paper without other people
le help. Therefore,
the writer would like
ike to express appreciation to those who have
ve important roles
during the writing process
pro
of this thesis.
1. Drs. H. Sofyan A
Anif, M. Si.as the dean of teacher training
ing and education
faculty of Muham
ammadiyah University of Surakarta.
2. KoesoemoRatih,, S.Pd.M.Hum.,as
S
the head of English departe
rtement as well as
the consultant, for
fo her patience in giving gidance, advice,
e, suggestion and
valuable criticism
sm during the writing process of this researchh ppaper to make it
better.
3. Prof.Dr. EndangF
gFauziati.who has patiently guided, encouraged
ged, supported and
motivated the writ
riter since the beginning until the end of this research
re
paper.
4. AryatiPrasetyarini
ini, M.Pd. as the Second Consultant who gives
es her guidance’s,
supports, advices,
es, suggestions, information, and corrections
ns for the sake of
finishing this resea
search patiently and sincerely,
viii
5. My beloved father and mother who are impatient to see me finishing this
thesis soon and also for their love, pray, support, motivation, and everything.
You are the best teachers in my life.
6. My beloved wife, for your spirit, pray, support, motivation and everything. I
love you so much.
7. For those whom I can not mention one by one.
The writer realizes that this thesis is not perfect yet, therefore she always
hopes suggestions and constructive criticism for the betterment of this
research paper. She also hopes this research paper can give contribution in
English Teaching especially in teaching composition.
Wassalamu’alaikumWr.Wb.
Surakarta, 29 January 2013
The writer
IPUNG ANGGORO
ix
SUMMARY
IpungAnggoro. A 3200 80 221.CORRECTIVE FEEDBACK FOUND IN
SPEAKING
CLASS
AT
THE
ENGLISH
DEPARTMENT
OF
MUHAMMADIYAH UNIVERSITY OF SURAKARTA. MUHAMMADIYAH
UNIVERSITY OF SURAKARTA. 2013.
The major issue of this study is the implementation of corrective feedback
in speaking class at UMS focusing on the types of corrective feedback used by the
teacher in UMS, what is the frequency of each type of corrective feedback used by
the teacher in teaching speaking in UMS, what is the dominant type of corrective
feedback used by the teacher in teaching speaking in UMS, and what is the
pedagogical implication of corrective feedback used by the teacher in UMS.
The research is descriptive qualitative study. The subject of the study is
teaching speaking I, II, III, IV in UMS. The object of the study is the first, second,
third, and fourth year students’ ability in speaking. To collect the data, the
researcher uses observation and documentation in speaking class at UMS.
The results of the study, show that there five types of corrective feedback
used by the teachers in UMS, namely clarification request (59%), recast (19,
7%),metalinguistic feedback (14, 5%), explicit correction (3, 4%), and translation
(3, 4%). The frequency of the use of clarification request found 69 data, recast 23
data, metalinguistic found 17 data, explicit correction found 4 data, and translation
found 4 data. Therefore was the most dominant type of corrective feedback is
clarification request where that was found 69 data. The implication of using
corrective feedback on English speaking is that, the student will be brave in
teaching learning activity especially on speaking. But, there are negative
impactson student’s learning, where the students are dependent and passive by
waiting for teacher feedback.
Keywords: Descriptive, Speaking, Corrective Feedback
Consultant I
Consultant II
Prof. Dr. EndangFauziati
AryatiPrasetyarini, M.Pd.
NIK. 274
NIK. 725
x
TABLE OF CONTENT
TITLE........................................................................................................
i
APPROVAL..............................................................................................
ii
ACCEPTANCE ........................................................................................
iii
TESTIMONY............................................................................................
iv
MOTTO ....................................................................................................
v
DEDICATION ..........................................................................................
vi
ACKNOWLEDGEMENT ........................................................................
vii
SUMMARY ..............................................................................................
ix
TABLE OF CONTENT ............................................................................
x
CHAPTER I :
INTRODUCTION ..........................................................
1
A. Background of the Study ............................................
1
B. Limitation of the Study...............................................
4
C. Problem Statement .....................................................
4
D. Objective of the Study ................................................
5
E. Benefit of the Study ...................................................
5
CHAPTER II : UNDERLYING THEORY ..............................................
7
A. Previews Studies ........................................................
7
B. Corrective Feedback .................................................
10
1. Notion of Corrective Feedback ...............................
10
2. Types of Corrective Feedback ................................
12
3. Guidelines for Corrective Feedback........................
18
4. The Efficacy of Corrective Feedback .....................
21
xi
CHAPTER III : RESEARCH METHOD .................................................
23
A. Type of Research .......................................................
23
B. Subject of the Study ..................................................
24
C. Object of the Study ....................................................
24
D. Method of Collecting Data ........................................
25
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION .............
27
A. Research Findings ......................................................
27
1. The Types of Corrective Feedback Used by the Teacher in
UMS ......................................................................
27
2. The Frequency and the Dominant of Each Type of
Corrective Feedback Used by the Teacher in Teaching
Speaking in UMS ..................................................
35
B. Discussion of Finding ................................................
37
1. The Types of Corrective Feedback Used by the Teacher in
UMS ......................................................................
37
2. The Frequency and the Dominant of Each Type of
Corrective Feedback Used by the Teacher in Teaching
Speaking in UMS ..................................................
37
CHAPTER V : CONCLUSION AND SUGGESTION ............................
40
A. Conclusion..................................................................
40
B. Suggestion ..................................................................
41
C. Pedagogical Implication .............................................
43
BIBLIOGRAPHY
APPENDIX
xii