TYPES OF CORRECTIVE FEEDBACK USED BY FOUR LECTURERS ON STUDENTS’ SPEAKING PERFORMANCE
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
TYPES OF CORRECTIVE FEEDBACK USED BY FOUR
LECTURERS ON STUDENTS’ SPEAKING PERFORMANCE
Silfia Rahmi1
1
Lecturer at IAIN Batusangkar
IAIN Batusangkar
Jl. Sudirman No.137 Lima KaumBatusangkar.Telp.(0752)71150
fax.(0752)71879
Email: rahmisilfia343@yahoo.co.id
Abstract: The objective of this study was to identify the types of corrective
feedback used by the 4 lecturers in correcting students’ speaking performance
This was descriptive research. The participants were 4 English lecturers who
handled speaking class for the first year students at IAIN Batusangkar. Seven
major types of corrective feedback which was initially conceived by
Fanselowand is further developed by Lyster and Ranta, and Sheen and Yao
become the grand theory in this study.The data were gathered by means of
observation, video recording and guided interview. The observation and
interview results demonstrate that of the seven types of the corrective feedback
applied by the 4 lecturers on students’ speaking performance, recast feedback
is the most frequently used. Most theories and previousfindings signify that it
cannot locate the errors and it is not appropriate for EFL students. It is
concluded that the type of corrective feedback that mostly used by the lecturers
has not appropriate yet. That was estimated becomes the cause why the
corrective feedback was not successful yet. It is recommended that those
lecturers try to reconsider the type of corrective feedback which he or she
frequently used since the appropriateness of type will influence the success of
corrective feedback itself
Keywords: Corrective feedback, descriptive study, speaking
whether in pronouncing the word, in
INTRODUCTION
In learning process, it is not
constructing the sentence into the
avoidable the mistakes occurred. It is
correct grammar even in choosing the
especiallywhen the students perform
appropriate vocabulary. As a proof,
their speaking. For example when the
the students often pronounced the
writer did the preliminary observation
word “library, now, and done”, by
on English class on the first year
/library/, /no/, and /don/.Furthermore,
student at IAIN Batusangkar, she still
the students also often said “ I am like,
discovered many mistakes which the
I am have, and I am go” to express I
students made every time they spoke
like, I have and I go. Moreover, they
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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also mostly express “I am long” to
corrective
feedback
is
something
say I am tall etc. Those mistakes
positive because it gave the benefit
almost happened every time they
impact for the language development
spoke.
in learning language especially for
Indeed, mistakes or errors is
learning English as a foreign language
accused as the process of language
(EFL).They don’t have a capability to
development but I does not mean that
correct the language by themselves
it just let them go since it brings the
because of lack of exposure.They only
long lasting mistakes.Especially for
get the correct form of the language
Indonesia as non English speaking
through
countries. There is
no sufficient
especially which are from the teachers
English speech community which give
ever the lecturers. It is slightly
the opportunity the students to listen
different from students whose English
the correct language frequently to
as a second language (ESL). They
improve their oral proficiency in
have more speech communities to
English. The students will never know
communicate in English. That allowed
the correct form of the language,
them to have opportunities to get more
realize their mistakes. As a result, the
exposure of English since most of
similar mistakes will always occurred.
people included them use that in their
Surely, it will become an obstacle for
daily activity at least in formal
the students in communication. What
situation. Then, Carrolalso states that
they said cannot be understood by
it effects the better achievement for
their interlocutor and might cause
adult learners. Then, Han (2004)
misunderstanding
ambiguity
claims that the absence of corrective
among them. For that reason, the
feedback is one putative causal factor
lecturers should be able to solve that
of fossilization among the second
problem by finding the solution. One
language learner. Moreover, corrective
of
feedback becomes necessary because
that
is
by
and
giving
corrective
corrective
feedback,
it is an important component of
feedback.
explicit teaching that aims at raising
Corrective feedback based on
benefit
the learners’ awareness of the formal
effect.Carrols (2008) have proven that
features of the input and facilitating
many
experts
gave
the
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
their noticing of the gap between these
ISSN: 2528-3804
According
to
Lyster
and
features and those in their own inter
Rynta in Nunan (1996:19), there
language (Deyker, 1994).
are six types of corrective
In line with the importance of
feedback can be used. They are
corrective feedback, the lecturers who
“recast, elicitation, explicit with
teach on English subject at IAIN
metalinguistic,
Batusangkar
corrective
have
tried
to
give
explicit
feedback,
corrective feedback when the students
metalinguistic,
do some mistakes. Unfortunately, it
clarification”. Meanwhile, Sheen
seems that it is not successful yet. As a
and Yao (2004:3) add one more
proof, the students tend to express the
type of corrective feedback. It is
similar mistakes when they find the
explicit
similar words even though they have
linguistic.All of them will be
been corrected before.Absolutely, that
explained below:
condition raises a big questionwhether
1). Recast
providing
correctivefeedback
This belongs to an implicit type
became useful or not. Actually, the
of corrective feedback. On this
successof corrective feedback depend
type,
on the appropriateness of types of
reformulate
or expands
corrective feedback itself (Lyster and
mistakes
or
Ranta,
the
sentences, words or incomplete
information above, the writer were
phrases. It is expressedthrough
interested to conduct the study to
unclear way or unobtrusive way
identify
corrective
(Lyster and Panova2002:28). In
feedback used by 4 lecturers at IAIN
this case, she or he directly
Batusangkaron
mentions the correct form of the
the
1997).Related
the
types
to
of
students’
speaking
performance.
REVIEW
repetition, and
with
the
metalinguistic
lecturers
try
to
the
incomplete
words or phrases without telling
OF
that those words or phrases are
RELATED
incorrect.For
LITERATURE
students say :
A. Types of Corrective Feedback
example,
the
My father is
long, then the lecturers may say
on Speaking performance
: oh yeah your father is tall. It
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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can be understood that by using
also can be used on this type
this type, the lecturers do not
(Yoshida, 2010:5).
3). Elicitation
give the corrective feedback by
indicating
the
By
students’
using
this
type,
the
mistakes but they just give the
lecturersprompt the learner to
correct form directly.
do self corrective feedback.
The lecturers repeat what the
2). Clarification
It
is
an
elicitation
of
students said to prompt what
a
reformulation or repetition from
they
the students. Several phrases are
wrong. They do not conveythe
used on this type such as Excuse
corrective feedback by giving
me?,sorry, I don’t understand,
the correct form by themselves
and pardon me (Lyster and
but they only ask along with let
Rynta,1997:25). For example,
the other students to give or
when the students say “How
produce the correct form of a
many years do you have”?, then,
phrase or a word. Furthermore,
the lecturers give corrective
the lecturers or the teachers use
feedback by expressing “ I am
some phrase such as , “how do
sorry? (Sheen and Yao, 2011:2).
we say this in English, which
That example indicates that
one is correct? In addition,
when the lecturers use this type,
sheen and Yao (2004:3) states
they repeat the incorrect words
that the students’ mistakes also
or phrases that the students said.
can
It is to remind the students
asking the studentsto complete
toward the incorrect words or
the sentence.Moreover,
phrase they expressed. It is
lecturers may raise a question
expected that the students will
such as “ what is the (x) form
be able to realize their mistakes.
of (y). It may also include the
They will have the capability to
expression” It may say x or
express the correct form of the
y?(Maolida, 2014:122).
For
words or phrases. Moreover, the
expressed
be
have
corrected
example:
been
through
when
the
the
students express: “behind” to
phrase “ I cannot get your point”
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
say
“before”
then
the
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but remember we talked about
corrective feedback can be
the present perfect tense?.
conveyed by saying “before or
That example indicates that
behind”. Then, the students
when the students say “I am
will decide the correct word. It
here” to say I have been here,
signifies that in elicitation
the lecturers give corrective
type, the lecturers guide the
feedback
students to discover the correct
students the information that
form
they
tenses in this sentence is
express. The self correction is
present perfect tense. They
supposed to do by the students.
correct them by saying “ I have
of
the
words
by
giving
the
been here”. They only give the
4). Metalinguistic
clue. It is expected that the
On this type, thelecturers
provide
comments,
students will realize that the
information,
or
questions
sentence they express was
related
the
incorrect
wrong.
to
5). Explicit corrective feedback
utterances which the students
produced “ (Lyster and Rynta,
Based on this type, the
1996:19). It implies that the
lecturers point out the students’
lecturers only give the clue
mistakes
related to the incorrect words
correct form of a word or a
or phrases which the students
phrase (Lyster and Rynta in
expressed. He or she does not
Nunan, 1996:27). The lecturers
directly give the correct form.
do not give the students the
Furthermore, besideproviding
keys or some clues in order to
information, the lecturers also
correct their mistakes but they
can use the utterances such as
give the correct form directly.
“Do we say it like that?”
Moreover, they also provide
(Yoshida,
an
the students with the correct
example, when the students
form with a clear indication of
say: I am here since January,
what
the lecturers say: well, okay,
Furthermore, the lecturers use
2010:5).As
83
is
and
provide
being
the
corrected.
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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On this type, the lecturers
the word : not Xbut Y (Sheen,
repeat the ill formed part of the
and Yao, 2004:3).
students’
For example: When the
utterances.
is
students say: when I have 12
usually
years old.... then, the lecturers
intonation (Lyster and Ranta in
give
Nunan,
corrective feedback by
doneby
It
changing
1996:27).When
the
saying : “No, not have, but
students express the wrong
when I was 12 years old”,
words
(Lyster and Rynta, 1997:27). It
lecturersrepeat that words. It is
means that on this type, the
to remind the students that the
students receive the correct
words they said are wrong.
word directly. They don’t need
For
to think the correct words even
students say : I am have three
the
sister, then, the lecturer give
phrases
express.
they
should
Therefore,
phrases,
example:
the
the
or
the
when
the
corrective feedback by
students will be able to correct
saying: I am have?. That
their
example
mistakes
directly.
In
explainthat
the
addition, Tingding (2001:4)
lecturers repeat the sentence “I
states that explicit corrective
am have”. Then, she or he put
feedback refers to provision of
the rising intonation at the end
the correct form. The lecturers
of sentence. It is expected that
use the phrases” oh you mean,
the students will be able to
you should say “.It is not
realize the sentence “I am
different from the previous
have” is wrong.
expert, this expert also has the
Furthermore, Daughty and
similar opinion in defining the
Varela’s in Kennedy (2010:14)
concept of explicit corrective
state that “repetition occurs
feedback. Through this type,
when
the corrective feedback is pure
learners’ ill-formed utterances
from the lecturers.
without any change”. It is
the
teacher
repeats
similar with what the previous
expert say. When the students
6). Repetition
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are wrong in expressing the
performance. Some types are
sentences even the phrases,
given explicitly. In this case,
there is a repetition expressed
the lecturers give the correct
by the lecturers toward the
form
incorrect word, phrases even
explain why they are wrong.
the sentence. There is no
On other hand, the other types
change into the correct form. It
are delivered implicitly. In this
indicates that by rising their
case, the lecturers can use the
intonation, it is expected that
various ways such as by giving
the students will be able to
information, question, specific
repair the incorrect words even
intonation
the phrases by themselves.
clarifying what the students
directly.
Then,
and
they
also
said. It is expected
by
that the
students will realize to express
7). Explicit with metalinguistic
or produce the correct form of
Through this type, the
lecturers
deliverthe
the
correct
only
are wrong, (Sheen and Yao,
do
not
they
remind
the
students’
mistakes.
only
All types of corrective
indicatethe students’ mistakes
clearly and
that
express. Thus, the lecturers
form and tell why the students
2011:3).They
utterances
feedback
give the correct
explained
above
form but also provide some
would be used as a guideline in
explanation why the utterances
relation to types of corrective
which the students expressed
feedback on this study.
are wrong.
METHOD OF THE RESEARCH
In line with the experts’
explanations above, it can be
This
concluded that there are seven
descriptiveresearch.
different types of corrective
lecturers who handled English
feedback
English
for the first year students at
lecturers can use to correct the
IAIN Batusangkar had became
students’ mistakes in speaking
participants of this research.
which
85
was
a
Four
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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Then, it was conducted at IAIN
After the data were
Batusangkar.
gathered,
analyzed
Next, in order to gather
The
first
interview were analyzed through
the theory proposed by Miles.
In this case, the researcher
They are data reduction, data
lecturers’
display,
utterances and the students’
sixteen
meeting,
four
checklist
The findings of this research are
was
described below:
designed based on the indicators
From
and sub indicators of corrective
corrective feedback
further developed by Lyster and
identified
second instrument is guided
The frequency of each of types will
observation checklist and guided
be shown in the following table:
interview, the researcher only
by
using
experts’
speaking
with metalinguistic, and clarification.
to get the validity of the
validity
students’
explicit corrective feedback, explicit
observation.Meanwhile, in order
construct
on
elicitation, repetition, metalinguistic,
the
and
used by the
performance. Those types are recast,
interview. It is to clarify the data
content
four
lecturers from 494 corrective feedback
Ranta, Sheen and Yao. Then, the
used
meeting,
found that there were seven types of
conceived by Fanselow and it is
from
sixteen
meetings for each lecturers, it was
feed back types. It was initially
got
drawing/
FINDING AND DISCUSSION
meeting for each lecturers. That
observation
conclusion
verification.
speaking performance. It was
done
formula
data gotten from the guided
accompanied by video recorder.
the
using
were
was F/N x 100. Meanwhile, the
was
observation checklist which was
recorded
by
they
suggested by Sugiono, (2005). It
the data, the researcher used two
instruments.
then
Types of Corrective Feedback
Usedby the 4 Lecturers on the First
Year Students’ Speaking
judgment.
Performance at IAIN Batusangkar
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utterances with the correct form. It
Types of
Corrective
Freq
Percenta
No
Feedback
uency
ge
1.
Recast
254
51.41 %
2.
Elicitation
90
18.21 %
3.
Explicitcorrective
74
14.97 %
was done without pointing out
clearly which words,phrases were
incorrect. The lecturers did not
provide explanation. When the
lecturers
feedback
used
this
type,
4.
Repetition
34
6.88 %
occasionally the students were able
5.
Explicit with
17
3.44 %
to correct their mistakes, but some
metalinguistic
other time they seemed to be lost in
Explanation
confusion. They just ignored the
6.
Clarification
14
2.83%
7.
Metalingustic
11
2.22 %
Total
494
100
lectures’ corrective feedback. Then,
they
ideaswithout
The table above discloses
lecturers
on
by
be seen on the script below:
the
Student: She name is Rika Yanti...
Lecturer
: Her name is..
Student
: Her name is Rika
Yanti . She have eye
Lecturer
: She has eye
students’
speakingperformance. Meanwhile,
metalinguisticwas
their
example of recast feedback, it can
lecturers, recast became the most
used
realizing
their
In order to know the real
corrective feedback applied by the
type
express
mistakes.
that among seven major types of
frequently
directly
categorized
intothe lest frequently types used.
The information above was still in
The script above revealed that
the form of number. For more
that when the students expressed
information related to the types of
/she name is/ to say / her name is /,
corrective
feedback
lecturers
used,
demonstrated
in
which
the
the
it
will
be
feedback
the
following
lecturer
by
gave
corrective
reformulating
the
students’ utterances with the correct
explanation.
form. In this case, the lecturers
directly said “ her name is”. Then,
he gave the correct form without
a. Recast
indicating
Through this type, the lecturers
reformulated
the
the word “she” was
wrong or incorrect.
incorrect
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
decide the correct form of the
On that script, it also can be
understood
that
the
ISSN: 2528-3804
words
lecturer
even
phrases
that
the
reformulated the incorrect form in
lecturers asked. Those particular
the
That
students performed are better than
given
others. Meanwhile, the other were
whole
corrective
sentences.
feedback
was
lost of confusion.
orally. Afterwards, she repeated the
students’ utterances with the correct
The real example of elicitation
form.The students reproduced the
type can be illustrated on the script
correct form which the lecturer
below:
reformulated. It seemed that the
students only repeated the correct
Student
: Ok My friend, I
will introduce you
about my self. My
name is
wahyu
Desra. My nick
name is Wahyu..
Eeee I am tall... I am
have black hair...
Lecturer
:I am have or….. I
have?
form without enough understanding
about the use of pronoun. They
didn’t really know why he said
“her” not “she”.
through
occurred
It was proven
repetition
after
the
mistakes
corrective
feedback delivered.
The Other
Student
Student
b. Elicitation
: I have
: I have black Hair
According to this type, the
lecturers
convey
The script above discloses
corrective
feedback by asking the other
that
the
lecturers
students to produce the correct
alternative form in order to correct
form. They can use the expression
the students’ mistake. Then, the
or phrases such as “how do you
other students gave the response.
say or how do you pronounce this
There was no evidence that the
in English x or y,“which one is
students’ responses were related to
correct x or y. When this type is
their
used, it seems that not all students
example, when the students said “
understood
understanding.
gave
As
the
an
the
lecturers
I am have”, the lecturer corrected
one
or
two
it by providing the options whether
students were able to answer or
it was “I am have” or “I have”.
corrected.
what
Only
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
d. Repetition
Afterwards, the other student said
During the lecturers used
“I have”.
following
script
the
of
illustrate
use
correct their mistakes but the
will
othersare not. In addition, when
explicit
the
corrective feedback.
lecturers
used
this
type,
sometimes, it was accompanied by
Student
:She is tall, her body is
slim. She is round eyes.
She has nose pointed.
Lecturer : Not nose pointed but
pointed nose.
Student :She is wearing brown
shoes,,, orange scarfand
she is wearing watch. She
is diligent. I think that’s
all thank you.
other types such as recast. They
gave the correct form to the
students.
As
the
: Ok friend, I will
introduce you about
Rina’s family. Her
full
name
is
Rinahandayani. His
father is Mukhlis.
Lecturer : His father?.
The student :EE, her father is
Mukhlis, she is
eee......he
expressing “she has nose pointed”;
then, the lecturer gave corrective
out
evidence,
Student
that when the student was wrong in
pointing
the
following script is given:
The example aboveinforms
feedbackby
this
type, some students were able to
c. Explicit Corrective Feedback
The
ISSN: 2528-3804
the
students’ mistakes. She said “Not
According to script above, it
nose pointed “. After that, he
can be seen that the lecturer
continued the correct form by
corrected the students’ mistakes by
expressing
nose.
saying the incorrect phrases with
Onthis script, it also can be seen
rising intonation. She said “His
that the students just goto express
father?”. In addition, that script also
their idea when the lecturer gave
described that even though
corrective feedback. It was done
student was able to correct his
without repeating out the words
mistake but it seems that he did not
which the lecturer corrected. There
understand why the word he used
were no proof whether the student
was wrong. It was proven by the
understood or not.
similar mistakes which still occur
“but
pointed
89
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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for the next sentence althoughthe
the lecturer gave that explanation, it
duration between the corrective
seems that the student realized their
feedback
mistakes.
and
the
sentence
expressed was very short.
f. Clarification
e. Explicit Corrective Feedback with
There are several expressions
Metalinguistic Explanation
delivered by the lecturers when she
The use of this type can be
or he used this type such as “ what
pictured in the following script:
do you mean, sorry, maksudnya
Student
: What kind of music
do you like?
Student
: I am like film horror.
Lecturer
: I am like or I like ?,
you say just now I am
like.. I like. Kalau I
am like apa artinya
bedakan artinya? ,
Ok. I am like bukan I
like, Kan like tu kata
kerjakan,,,aaa.....kala
u disana pakai to be
akan berbeda artinya.
Jadi saya seperti
jadinya.
In accordance with the
apa?”. During observation, it was
found that most students didn’t
realize directly what they said was
wrong. Theyseem to be confused.
That’s why, the lecturers mostly
used the other type to repair the
students’
by
gave the correct form directly.
To know more about the use of
this type of corrective feedback,
there was a script given. It was as
the lecturer gave the corrective
follow:
feedback by confirming whether the
Student
correct form” I am like or I like”.
Then, he said “I like”. Then, he
Lecturer
continued by giving explanation
that“ I am like” had different
Students
meaning. After that, the lecturer
feedback
as
English”. Sometimes, the lecturer
when the student said “I am like”,
corrective
such
saying” how do you say that in
example above, it can be seen that
gave
mistake
by
expressing “ not I am like but I
Lecturer
like”.Then, he explained the students
Student
why “ I am like” was wrong. When
90
: She takes a bath.
After that, at 6.20.
she story with her
family.
: Sorry? What do you
mean by she story
with her family?.
:Dia
bercerita
dengan keluarganya
mister.
:She talks with her
family.
: After that, she read
the holly qur’an.
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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Script above informed that
students in order to use simple
when the students said, “she story
present tense without “ing”. The
with her family?, then, the lecturer
lecturer didn’t inform the correct
gave
sentence to replace the sentence
corrective
feedback
by
expressing“ sorry”, what do you
“she cleaning”.
The information above was
mean by “she story with her
family?”.
After
listening
those
also
supported
by
the
data
utterances, the student seemed to be
gathered through the interview.
confused. Afterwards, the student
The writer asked the participants
said
regarding how do they give
“
Dia
bercerita
dengan
corrective feedback on students’
keluarganya mister”.
g. Metalinguistic
Metalinguistic
speaking performance. Related to
became
the
that,
the
participants
gave
seventh type of corrective feedback
variousanswers.
First
used by the lecturers. On this type,
given
lecturers
they
comments,
Hesaidthathe usually prefer to
information, or questions related to
correct the students’ mistakes
the incorrect utterances which the
directly.
students produced. The following
thelimitationamountoftime.
provide
example will give the further
by the
answer
one.
Itwascausedby
Meanwhile, lecturer two said
understanding.
that she gave corrective feed back
by
Student: She cleaning the bathroom a
half past five.
Lecturer: Use the simple present
tense ndak pakai
ing .
Based on this example, it can
giving
directly.
the
She
correct
form
invitedtheother
students to correct it.It indicated
that she corrected the students’
mistakes by providing the correct
be understood that when the
for man negotiation of form.Then,
student was wrong to sayshe
the third lecturer answered that
cleaning, the lecturer corrected it
she frequently gave the direct
by expressing “she clean”. He
corrective feedback. She often
gave
by
provide the correct form even
providing some information to the
though sometimes she indicated
corrective
feedback
91
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
the students’ mistakes clearly and
foundduring
gave some explanation.
lecturers more tended to give the
also
conveyed
by
The
corrective feedback by giving the
Next, slightly different answer
was
observation.
correct
the
form
directly.
They
lecturer4. She mentioned that
repeated the students’ utterances
sometimes she gave the direct
with the correct form. It means
corrective
that what they thought was similar
feedback
and
with what they did.
sometimes by asking the other
From
students to decide which words
or
phrases
are
correct.
interview
In
the
result
above
it
of
the
can
be
she
interpreted that the lecturers used
corrected the students by listening
seven types of corrective feedback
the correct pronunciation from the
which were also identified during
lecturer itself. Based on the
recording. The difference was
answer of the lecturer 4, it seems
only on the frequency of using
that there was a slightly different
those types. The lecturers more
answer given than others. She did
tended to use the direct corrective
not only focus on one types of
feedback. In this case, they often
corrective feedback even though
just
there is a tendency to use one
directlyrather
type.
explanation or by using the other
addi t i on,
sometime
give
the
correct
than
form
giving
type included negotiation of form
Related to the answer of the
above, it can be
such as repetition, metalinguistic
interpreted that even though the
and clarification. It was caused by
lecturers used more than one type
the
although generally they more tend
limited amount of time.
participants
to use the
direct corrective
students’
condition
and
DISCUSSION
feedback.It is often not followed
The findings of this research
by further explanation.
The answers given by the
reveal that among seven types of
participants were not too different
corrective feedback used by the
from
lecturers on students’ speaking, recast
what
there
searcher
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
becomes the most frequently type
for
used. This finding is
relevant with
inappropriate for EFL classroom since
what (Lyster and Rynta, 1997;Sheen,
the atmosphere and the students’
2004, and Yoshida, 2010) found. They
condition between them are of course
also found that recast become the most
slightly different.
frequently used types of corrective
ESL
classroom.
It
becomes
Meanwhile,Ellis (2009:5)states
feedback in the L2 classroom.
that they lend to support the lecturers
In addition, there are several
or the teachers to use explicit with
opinion of the some experts related to
metalinguistic
recast. Lyster and Ranta (1997:23)
because it is more effective than
state that recast becomes the short
implicit feedback. Similarly, Swain
term memory. The students remember
(1993:12)
the words or the phrases that the
preferences for explicit corrective
lecturers corrected only when the
feedback with metalinguistic is the
corrective
most
feedback
given.
The
explanation
also
effective
reports
one.
type
that
Then,
the
Pyne
students will do the similar mistakes
(2012:3)
when they find the similar words even
environment in which the learners
phrases. Next, Ellis (2009:6) does not
receive just a few hours a week of
agree on the effectiveness of recast
classroom
because it does not make the learner to
explicit
locate the error. Similarly, Larsen
significantly accelerate the process of
&Freeman in Ammar and Ahlem
language
(2003:185) also believe that recasts
direct feedback
regarding the rules
will be effective when it comes to
and the limits
of language use”. It
second language acquisition Then,
indicates that it will be better for the
Suraka (2007:9) indicates that recast
lecturers to give corrective feedback
was not a good type of corrective
explicitly by giving some explanation
feedback if the lecturers wish to
to the students.
achieve the learners uptake. Based on
CONCLUSION AND SUGGESTION
the opinion of some experts above, it
CONCLUSION
believes
that
exposure
corrective
learning
to
“in
EFL
English,
feedback
can
by providing
can be signified that recast cannot
The findings of this research
locate students’ errors and appropriate
revealed that among seven types of
93
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
corrective
feedback
by
appropriate for ESL students and it is
most
not for EFL students. That’s why, the
frequently type used. Therefore, it can
lecturers should try to use another
be
the
types of corrective feedback which is
corrective
more appropriate for the EFL students
feedback by using various types
such as explicit with metalinguistic
however, there is a tendency of the
explanation which based on the theory
lecturers to use one type. That type of
it is quite appropriatefor the EFL
corrective feedback based on most of
students.
thelecturers,
recast
concluded
lecturers
have
that
used
ISSN: 2528-3804
is
the
actually
given
theories is inappropriate since it is
short term memory and not effective
REFERENCES
in leading to the successful uptake. It
Ammar, Ahlem. 2003. Corrective
Feedback and L2 Learning:
Elicitation
and
Recast.
UnpublisedThesis. Montreal :
Montreal. Mc Gill University
signifies that the lecturers do not use
the appropriate type. Itcould cause the
corrective feedback given by the
lecturers did not give the better result
Ellis, R.2009. Corrective Feedback
and Teacher Development,
L2.Journal, 1,3-16. Retrieve
from
http:/:repositoris.edlib.org/
yet because the success of corrective
of
feedback
depends
on
the
appropriateness of type chosen.
Fanselow, J. 1977. The Treatmentof
error in Oralwork.Foreign
Language Annals10, 583593.
.
Han, Z.H. 2004.Fossilization in adult
second
language
acquisition.Clevedon:Cromwel
l Press, Ltd
SUGGESTION
Based on the conclusions
above it is suggested that the lecturers
should be aware of the types that they
used in giving corrective feedback.
They should be able to filter which
corrective
feedback
which
Kennedy, Sara. 2010. Corrective
Feedback for Learners of
Varied Proficiency Levels: A
Teacher’s
Choices.
Spring.TESL
Canada
Journal.Volume. 27
most
appropriate for the EFL students
because giving corrective feedback
between EFL and ESL student are
Lyster,R.2004.Differential Effects of
Prompt and Recast in Formfocused Instruction. Studies in
different.Then, the lecturers should
reconsider to use recast since it is only
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Sheen, Y. 2004. Corrective Feedback
and Learner Uptake in
Communicative Classroom
Across Instructional Setting.
Language
Teaching
Research, Volume 8(3)
Second Language Acquisition
Journal ,26,399-432
Lyster, R&Panova, L. 2002. Pattern of
Corrective Feedback and
Uptake in an Adult ESL
Classroom. TESOLQuarterly
Journal ,36,573-595.
Lyster
Sheen,Y.,& Ellis, R. 2011. Corrective
Feedback inLanguage
Teaching. In E. Hinkel (Ed),
Handbook of Research in
Second Language Teaching
and Learning (pp.593-607).
New York:Routledge
Roy,&Ranta
L.1997.
Corrective
Feedback
and
Learner Uptake, Studies in
Second Language Acquisition,
Language Teaching Research
.Volume 20(3)
Sugiono.2005. Metode Penelitian
Pendidikan. Bandung: Alfabeta
Maolida.2014. A Descriptive Study of
Teacher’s Oral Feedback in an
ESL Young Learner Classroom
in
Indonesia.http://www.Kata.Pet
ra.ac.id. retrieve on February.
2014
Swain, M. 1993. Problems in Output
and the Cognitive Processes
they Generate: A Step
towards Second Language
Learning.
Applied
Linguistics, 16(3),371-391
Miles, Matthew B, & A.M.Huberman.
1994.
Qualitative
Data
Analysis:
An
Expanded
Sourcebook. Thousand Oaks:
Sage Publications
Tingding, 2001. The Comparative
Effectiveness of Recast and
Prompts
in
Second
Language
Classroom.
Unpublished
Thesis.Cambridge:Cambridge
University
Nunan, David 1996. The Self Directed
Teacher
Managing
the
Learning Process. Cambridge:
Cambridge University Press
Pyne,
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Yoshida,
Reiko.2010.
Teachers
Choice
and
Learners’
Preferences
of
Corrective
Feedback Types.
Sidney:
University of News South
Wales
Chris. 2012. Casts A
Questioning Eye Over Error
Correction.English Teaching
Professional.http://www.etprof
essional.com. Retrieved on
march 10th. 2013
95
ISSN: 2528-3804
TYPES OF CORRECTIVE FEEDBACK USED BY FOUR
LECTURERS ON STUDENTS’ SPEAKING PERFORMANCE
Silfia Rahmi1
1
Lecturer at IAIN Batusangkar
IAIN Batusangkar
Jl. Sudirman No.137 Lima KaumBatusangkar.Telp.(0752)71150
fax.(0752)71879
Email: rahmisilfia343@yahoo.co.id
Abstract: The objective of this study was to identify the types of corrective
feedback used by the 4 lecturers in correcting students’ speaking performance
This was descriptive research. The participants were 4 English lecturers who
handled speaking class for the first year students at IAIN Batusangkar. Seven
major types of corrective feedback which was initially conceived by
Fanselowand is further developed by Lyster and Ranta, and Sheen and Yao
become the grand theory in this study.The data were gathered by means of
observation, video recording and guided interview. The observation and
interview results demonstrate that of the seven types of the corrective feedback
applied by the 4 lecturers on students’ speaking performance, recast feedback
is the most frequently used. Most theories and previousfindings signify that it
cannot locate the errors and it is not appropriate for EFL students. It is
concluded that the type of corrective feedback that mostly used by the lecturers
has not appropriate yet. That was estimated becomes the cause why the
corrective feedback was not successful yet. It is recommended that those
lecturers try to reconsider the type of corrective feedback which he or she
frequently used since the appropriateness of type will influence the success of
corrective feedback itself
Keywords: Corrective feedback, descriptive study, speaking
whether in pronouncing the word, in
INTRODUCTION
In learning process, it is not
constructing the sentence into the
avoidable the mistakes occurred. It is
correct grammar even in choosing the
especiallywhen the students perform
appropriate vocabulary. As a proof,
their speaking. For example when the
the students often pronounced the
writer did the preliminary observation
word “library, now, and done”, by
on English class on the first year
/library/, /no/, and /don/.Furthermore,
student at IAIN Batusangkar, she still
the students also often said “ I am like,
discovered many mistakes which the
I am have, and I am go” to express I
students made every time they spoke
like, I have and I go. Moreover, they
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
also mostly express “I am long” to
corrective
feedback
is
something
say I am tall etc. Those mistakes
positive because it gave the benefit
almost happened every time they
impact for the language development
spoke.
in learning language especially for
Indeed, mistakes or errors is
learning English as a foreign language
accused as the process of language
(EFL).They don’t have a capability to
development but I does not mean that
correct the language by themselves
it just let them go since it brings the
because of lack of exposure.They only
long lasting mistakes.Especially for
get the correct form of the language
Indonesia as non English speaking
through
countries. There is
no sufficient
especially which are from the teachers
English speech community which give
ever the lecturers. It is slightly
the opportunity the students to listen
different from students whose English
the correct language frequently to
as a second language (ESL). They
improve their oral proficiency in
have more speech communities to
English. The students will never know
communicate in English. That allowed
the correct form of the language,
them to have opportunities to get more
realize their mistakes. As a result, the
exposure of English since most of
similar mistakes will always occurred.
people included them use that in their
Surely, it will become an obstacle for
daily activity at least in formal
the students in communication. What
situation. Then, Carrolalso states that
they said cannot be understood by
it effects the better achievement for
their interlocutor and might cause
adult learners. Then, Han (2004)
misunderstanding
ambiguity
claims that the absence of corrective
among them. For that reason, the
feedback is one putative causal factor
lecturers should be able to solve that
of fossilization among the second
problem by finding the solution. One
language learner. Moreover, corrective
of
feedback becomes necessary because
that
is
by
and
giving
corrective
corrective
feedback,
it is an important component of
feedback.
explicit teaching that aims at raising
Corrective feedback based on
benefit
the learners’ awareness of the formal
effect.Carrols (2008) have proven that
features of the input and facilitating
many
experts
gave
the
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
their noticing of the gap between these
ISSN: 2528-3804
According
to
Lyster
and
features and those in their own inter
Rynta in Nunan (1996:19), there
language (Deyker, 1994).
are six types of corrective
In line with the importance of
feedback can be used. They are
corrective feedback, the lecturers who
“recast, elicitation, explicit with
teach on English subject at IAIN
metalinguistic,
Batusangkar
corrective
have
tried
to
give
explicit
feedback,
corrective feedback when the students
metalinguistic,
do some mistakes. Unfortunately, it
clarification”. Meanwhile, Sheen
seems that it is not successful yet. As a
and Yao (2004:3) add one more
proof, the students tend to express the
type of corrective feedback. It is
similar mistakes when they find the
explicit
similar words even though they have
linguistic.All of them will be
been corrected before.Absolutely, that
explained below:
condition raises a big questionwhether
1). Recast
providing
correctivefeedback
This belongs to an implicit type
became useful or not. Actually, the
of corrective feedback. On this
successof corrective feedback depend
type,
on the appropriateness of types of
reformulate
or expands
corrective feedback itself (Lyster and
mistakes
or
Ranta,
the
sentences, words or incomplete
information above, the writer were
phrases. It is expressedthrough
interested to conduct the study to
unclear way or unobtrusive way
identify
corrective
(Lyster and Panova2002:28). In
feedback used by 4 lecturers at IAIN
this case, she or he directly
Batusangkaron
mentions the correct form of the
the
1997).Related
the
types
to
of
students’
speaking
performance.
REVIEW
repetition, and
with
the
metalinguistic
lecturers
try
to
the
incomplete
words or phrases without telling
OF
that those words or phrases are
RELATED
incorrect.For
LITERATURE
students say :
A. Types of Corrective Feedback
example,
the
My father is
long, then the lecturers may say
on Speaking performance
: oh yeah your father is tall. It
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
can be understood that by using
also can be used on this type
this type, the lecturers do not
(Yoshida, 2010:5).
3). Elicitation
give the corrective feedback by
indicating
the
By
students’
using
this
type,
the
mistakes but they just give the
lecturersprompt the learner to
correct form directly.
do self corrective feedback.
The lecturers repeat what the
2). Clarification
It
is
an
elicitation
of
students said to prompt what
a
reformulation or repetition from
they
the students. Several phrases are
wrong. They do not conveythe
used on this type such as Excuse
corrective feedback by giving
me?,sorry, I don’t understand,
the correct form by themselves
and pardon me (Lyster and
but they only ask along with let
Rynta,1997:25). For example,
the other students to give or
when the students say “How
produce the correct form of a
many years do you have”?, then,
phrase or a word. Furthermore,
the lecturers give corrective
the lecturers or the teachers use
feedback by expressing “ I am
some phrase such as , “how do
sorry? (Sheen and Yao, 2011:2).
we say this in English, which
That example indicates that
one is correct? In addition,
when the lecturers use this type,
sheen and Yao (2004:3) states
they repeat the incorrect words
that the students’ mistakes also
or phrases that the students said.
can
It is to remind the students
asking the studentsto complete
toward the incorrect words or
the sentence.Moreover,
phrase they expressed. It is
lecturers may raise a question
expected that the students will
such as “ what is the (x) form
be able to realize their mistakes.
of (y). It may also include the
They will have the capability to
expression” It may say x or
express the correct form of the
y?(Maolida, 2014:122).
For
words or phrases. Moreover, the
expressed
be
have
corrected
example:
been
through
when
the
the
students express: “behind” to
phrase “ I cannot get your point”
82
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
say
“before”
then
the
ISSN: 2528-3804
but remember we talked about
corrective feedback can be
the present perfect tense?.
conveyed by saying “before or
That example indicates that
behind”. Then, the students
when the students say “I am
will decide the correct word. It
here” to say I have been here,
signifies that in elicitation
the lecturers give corrective
type, the lecturers guide the
feedback
students to discover the correct
students the information that
form
they
tenses in this sentence is
express. The self correction is
present perfect tense. They
supposed to do by the students.
correct them by saying “ I have
of
the
words
by
giving
the
been here”. They only give the
4). Metalinguistic
clue. It is expected that the
On this type, thelecturers
provide
comments,
students will realize that the
information,
or
questions
sentence they express was
related
the
incorrect
wrong.
to
5). Explicit corrective feedback
utterances which the students
produced “ (Lyster and Rynta,
Based on this type, the
1996:19). It implies that the
lecturers point out the students’
lecturers only give the clue
mistakes
related to the incorrect words
correct form of a word or a
or phrases which the students
phrase (Lyster and Rynta in
expressed. He or she does not
Nunan, 1996:27). The lecturers
directly give the correct form.
do not give the students the
Furthermore, besideproviding
keys or some clues in order to
information, the lecturers also
correct their mistakes but they
can use the utterances such as
give the correct form directly.
“Do we say it like that?”
Moreover, they also provide
(Yoshida,
an
the students with the correct
example, when the students
form with a clear indication of
say: I am here since January,
what
the lecturers say: well, okay,
Furthermore, the lecturers use
2010:5).As
83
is
and
provide
being
the
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
On this type, the lecturers
the word : not Xbut Y (Sheen,
repeat the ill formed part of the
and Yao, 2004:3).
students’
For example: When the
utterances.
is
students say: when I have 12
usually
years old.... then, the lecturers
intonation (Lyster and Ranta in
give
Nunan,
corrective feedback by
doneby
It
changing
1996:27).When
the
saying : “No, not have, but
students express the wrong
when I was 12 years old”,
words
(Lyster and Rynta, 1997:27). It
lecturersrepeat that words. It is
means that on this type, the
to remind the students that the
students receive the correct
words they said are wrong.
word directly. They don’t need
For
to think the correct words even
students say : I am have three
the
sister, then, the lecturer give
phrases
express.
they
should
Therefore,
phrases,
example:
the
the
or
the
when
the
corrective feedback by
students will be able to correct
saying: I am have?. That
their
example
mistakes
directly.
In
explainthat
the
addition, Tingding (2001:4)
lecturers repeat the sentence “I
states that explicit corrective
am have”. Then, she or he put
feedback refers to provision of
the rising intonation at the end
the correct form. The lecturers
of sentence. It is expected that
use the phrases” oh you mean,
the students will be able to
you should say “.It is not
realize the sentence “I am
different from the previous
have” is wrong.
expert, this expert also has the
Furthermore, Daughty and
similar opinion in defining the
Varela’s in Kennedy (2010:14)
concept of explicit corrective
state that “repetition occurs
feedback. Through this type,
when
the corrective feedback is pure
learners’ ill-formed utterances
from the lecturers.
without any change”. It is
the
teacher
repeats
similar with what the previous
expert say. When the students
6). Repetition
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
are wrong in expressing the
performance. Some types are
sentences even the phrases,
given explicitly. In this case,
there is a repetition expressed
the lecturers give the correct
by the lecturers toward the
form
incorrect word, phrases even
explain why they are wrong.
the sentence. There is no
On other hand, the other types
change into the correct form. It
are delivered implicitly. In this
indicates that by rising their
case, the lecturers can use the
intonation, it is expected that
various ways such as by giving
the students will be able to
information, question, specific
repair the incorrect words even
intonation
the phrases by themselves.
clarifying what the students
directly.
Then,
and
they
also
said. It is expected
by
that the
students will realize to express
7). Explicit with metalinguistic
or produce the correct form of
Through this type, the
lecturers
deliverthe
the
correct
only
are wrong, (Sheen and Yao,
do
not
they
remind
the
students’
mistakes.
only
All types of corrective
indicatethe students’ mistakes
clearly and
that
express. Thus, the lecturers
form and tell why the students
2011:3).They
utterances
feedback
give the correct
explained
above
form but also provide some
would be used as a guideline in
explanation why the utterances
relation to types of corrective
which the students expressed
feedback on this study.
are wrong.
METHOD OF THE RESEARCH
In line with the experts’
explanations above, it can be
This
concluded that there are seven
descriptiveresearch.
different types of corrective
lecturers who handled English
feedback
English
for the first year students at
lecturers can use to correct the
IAIN Batusangkar had became
students’ mistakes in speaking
participants of this research.
which
85
was
a
Four
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
Then, it was conducted at IAIN
After the data were
Batusangkar.
gathered,
analyzed
Next, in order to gather
The
first
interview were analyzed through
the theory proposed by Miles.
In this case, the researcher
They are data reduction, data
lecturers’
display,
utterances and the students’
sixteen
meeting,
four
checklist
The findings of this research are
was
described below:
designed based on the indicators
From
and sub indicators of corrective
corrective feedback
further developed by Lyster and
identified
second instrument is guided
The frequency of each of types will
observation checklist and guided
be shown in the following table:
interview, the researcher only
by
using
experts’
speaking
with metalinguistic, and clarification.
to get the validity of the
validity
students’
explicit corrective feedback, explicit
observation.Meanwhile, in order
construct
on
elicitation, repetition, metalinguistic,
the
and
used by the
performance. Those types are recast,
interview. It is to clarify the data
content
four
lecturers from 494 corrective feedback
Ranta, Sheen and Yao. Then, the
used
meeting,
found that there were seven types of
conceived by Fanselow and it is
from
sixteen
meetings for each lecturers, it was
feed back types. It was initially
got
drawing/
FINDING AND DISCUSSION
meeting for each lecturers. That
observation
conclusion
verification.
speaking performance. It was
done
formula
data gotten from the guided
accompanied by video recorder.
the
using
were
was F/N x 100. Meanwhile, the
was
observation checklist which was
recorded
by
they
suggested by Sugiono, (2005). It
the data, the researcher used two
instruments.
then
Types of Corrective Feedback
Usedby the 4 Lecturers on the First
Year Students’ Speaking
judgment.
Performance at IAIN Batusangkar
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
utterances with the correct form. It
Types of
Corrective
Freq
Percenta
No
Feedback
uency
ge
1.
Recast
254
51.41 %
2.
Elicitation
90
18.21 %
3.
Explicitcorrective
74
14.97 %
was done without pointing out
clearly which words,phrases were
incorrect. The lecturers did not
provide explanation. When the
lecturers
feedback
used
this
type,
4.
Repetition
34
6.88 %
occasionally the students were able
5.
Explicit with
17
3.44 %
to correct their mistakes, but some
metalinguistic
other time they seemed to be lost in
Explanation
confusion. They just ignored the
6.
Clarification
14
2.83%
7.
Metalingustic
11
2.22 %
Total
494
100
lectures’ corrective feedback. Then,
they
ideaswithout
The table above discloses
lecturers
on
by
be seen on the script below:
the
Student: She name is Rika Yanti...
Lecturer
: Her name is..
Student
: Her name is Rika
Yanti . She have eye
Lecturer
: She has eye
students’
speakingperformance. Meanwhile,
metalinguisticwas
their
example of recast feedback, it can
lecturers, recast became the most
used
realizing
their
In order to know the real
corrective feedback applied by the
type
express
mistakes.
that among seven major types of
frequently
directly
categorized
intothe lest frequently types used.
The information above was still in
The script above revealed that
the form of number. For more
that when the students expressed
information related to the types of
/she name is/ to say / her name is /,
corrective
feedback
lecturers
used,
demonstrated
in
which
the
the
it
will
be
feedback
the
following
lecturer
by
gave
corrective
reformulating
the
students’ utterances with the correct
explanation.
form. In this case, the lecturers
directly said “ her name is”. Then,
he gave the correct form without
a. Recast
indicating
Through this type, the lecturers
reformulated
the
the word “she” was
wrong or incorrect.
incorrect
87
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
decide the correct form of the
On that script, it also can be
understood
that
the
ISSN: 2528-3804
words
lecturer
even
phrases
that
the
reformulated the incorrect form in
lecturers asked. Those particular
the
That
students performed are better than
given
others. Meanwhile, the other were
whole
corrective
sentences.
feedback
was
lost of confusion.
orally. Afterwards, she repeated the
students’ utterances with the correct
The real example of elicitation
form.The students reproduced the
type can be illustrated on the script
correct form which the lecturer
below:
reformulated. It seemed that the
students only repeated the correct
Student
: Ok My friend, I
will introduce you
about my self. My
name is
wahyu
Desra. My nick
name is Wahyu..
Eeee I am tall... I am
have black hair...
Lecturer
:I am have or….. I
have?
form without enough understanding
about the use of pronoun. They
didn’t really know why he said
“her” not “she”.
through
occurred
It was proven
repetition
after
the
mistakes
corrective
feedback delivered.
The Other
Student
Student
b. Elicitation
: I have
: I have black Hair
According to this type, the
lecturers
convey
The script above discloses
corrective
feedback by asking the other
that
the
lecturers
students to produce the correct
alternative form in order to correct
form. They can use the expression
the students’ mistake. Then, the
or phrases such as “how do you
other students gave the response.
say or how do you pronounce this
There was no evidence that the
in English x or y,“which one is
students’ responses were related to
correct x or y. When this type is
their
used, it seems that not all students
example, when the students said “
understood
understanding.
gave
As
the
an
the
lecturers
I am have”, the lecturer corrected
one
or
two
it by providing the options whether
students were able to answer or
it was “I am have” or “I have”.
corrected.
what
Only
88
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
d. Repetition
Afterwards, the other student said
During the lecturers used
“I have”.
following
script
the
of
illustrate
use
correct their mistakes but the
will
othersare not. In addition, when
explicit
the
corrective feedback.
lecturers
used
this
type,
sometimes, it was accompanied by
Student
:She is tall, her body is
slim. She is round eyes.
She has nose pointed.
Lecturer : Not nose pointed but
pointed nose.
Student :She is wearing brown
shoes,,, orange scarfand
she is wearing watch. She
is diligent. I think that’s
all thank you.
other types such as recast. They
gave the correct form to the
students.
As
the
: Ok friend, I will
introduce you about
Rina’s family. Her
full
name
is
Rinahandayani. His
father is Mukhlis.
Lecturer : His father?.
The student :EE, her father is
Mukhlis, she is
eee......he
expressing “she has nose pointed”;
then, the lecturer gave corrective
out
evidence,
Student
that when the student was wrong in
pointing
the
following script is given:
The example aboveinforms
feedbackby
this
type, some students were able to
c. Explicit Corrective Feedback
The
ISSN: 2528-3804
the
students’ mistakes. She said “Not
According to script above, it
nose pointed “. After that, he
can be seen that the lecturer
continued the correct form by
corrected the students’ mistakes by
expressing
nose.
saying the incorrect phrases with
Onthis script, it also can be seen
rising intonation. She said “His
that the students just goto express
father?”. In addition, that script also
their idea when the lecturer gave
described that even though
corrective feedback. It was done
student was able to correct his
without repeating out the words
mistake but it seems that he did not
which the lecturer corrected. There
understand why the word he used
were no proof whether the student
was wrong. It was proven by the
understood or not.
similar mistakes which still occur
“but
pointed
89
the
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
for the next sentence althoughthe
the lecturer gave that explanation, it
duration between the corrective
seems that the student realized their
feedback
mistakes.
and
the
sentence
expressed was very short.
f. Clarification
e. Explicit Corrective Feedback with
There are several expressions
Metalinguistic Explanation
delivered by the lecturers when she
The use of this type can be
or he used this type such as “ what
pictured in the following script:
do you mean, sorry, maksudnya
Student
: What kind of music
do you like?
Student
: I am like film horror.
Lecturer
: I am like or I like ?,
you say just now I am
like.. I like. Kalau I
am like apa artinya
bedakan artinya? ,
Ok. I am like bukan I
like, Kan like tu kata
kerjakan,,,aaa.....kala
u disana pakai to be
akan berbeda artinya.
Jadi saya seperti
jadinya.
In accordance with the
apa?”. During observation, it was
found that most students didn’t
realize directly what they said was
wrong. Theyseem to be confused.
That’s why, the lecturers mostly
used the other type to repair the
students’
by
gave the correct form directly.
To know more about the use of
this type of corrective feedback,
there was a script given. It was as
the lecturer gave the corrective
follow:
feedback by confirming whether the
Student
correct form” I am like or I like”.
Then, he said “I like”. Then, he
Lecturer
continued by giving explanation
that“ I am like” had different
Students
meaning. After that, the lecturer
feedback
as
English”. Sometimes, the lecturer
when the student said “I am like”,
corrective
such
saying” how do you say that in
example above, it can be seen that
gave
mistake
by
expressing “ not I am like but I
Lecturer
like”.Then, he explained the students
Student
why “ I am like” was wrong. When
90
: She takes a bath.
After that, at 6.20.
she story with her
family.
: Sorry? What do you
mean by she story
with her family?.
:Dia
bercerita
dengan keluarganya
mister.
:She talks with her
family.
: After that, she read
the holly qur’an.
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
Script above informed that
students in order to use simple
when the students said, “she story
present tense without “ing”. The
with her family?, then, the lecturer
lecturer didn’t inform the correct
gave
sentence to replace the sentence
corrective
feedback
by
expressing“ sorry”, what do you
“she cleaning”.
The information above was
mean by “she story with her
family?”.
After
listening
those
also
supported
by
the
data
utterances, the student seemed to be
gathered through the interview.
confused. Afterwards, the student
The writer asked the participants
said
regarding how do they give
“
Dia
bercerita
dengan
corrective feedback on students’
keluarganya mister”.
g. Metalinguistic
Metalinguistic
speaking performance. Related to
became
the
that,
the
participants
gave
seventh type of corrective feedback
variousanswers.
First
used by the lecturers. On this type,
given
lecturers
they
comments,
Hesaidthathe usually prefer to
information, or questions related to
correct the students’ mistakes
the incorrect utterances which the
directly.
students produced. The following
thelimitationamountoftime.
provide
example will give the further
by the
answer
one.
Itwascausedby
Meanwhile, lecturer two said
understanding.
that she gave corrective feed back
by
Student: She cleaning the bathroom a
half past five.
Lecturer: Use the simple present
tense ndak pakai
ing .
Based on this example, it can
giving
directly.
the
She
correct
form
invitedtheother
students to correct it.It indicated
that she corrected the students’
mistakes by providing the correct
be understood that when the
for man negotiation of form.Then,
student was wrong to sayshe
the third lecturer answered that
cleaning, the lecturer corrected it
she frequently gave the direct
by expressing “she clean”. He
corrective feedback. She often
gave
by
provide the correct form even
providing some information to the
though sometimes she indicated
corrective
feedback
91
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
the students’ mistakes clearly and
foundduring
gave some explanation.
lecturers more tended to give the
also
conveyed
by
The
corrective feedback by giving the
Next, slightly different answer
was
observation.
correct
the
form
directly.
They
lecturer4. She mentioned that
repeated the students’ utterances
sometimes she gave the direct
with the correct form. It means
corrective
that what they thought was similar
feedback
and
with what they did.
sometimes by asking the other
From
students to decide which words
or
phrases
are
correct.
interview
In
the
result
above
it
of
the
can
be
she
interpreted that the lecturers used
corrected the students by listening
seven types of corrective feedback
the correct pronunciation from the
which were also identified during
lecturer itself. Based on the
recording. The difference was
answer of the lecturer 4, it seems
only on the frequency of using
that there was a slightly different
those types. The lecturers more
answer given than others. She did
tended to use the direct corrective
not only focus on one types of
feedback. In this case, they often
corrective feedback even though
just
there is a tendency to use one
directlyrather
type.
explanation or by using the other
addi t i on,
sometime
give
the
correct
than
form
giving
type included negotiation of form
Related to the answer of the
above, it can be
such as repetition, metalinguistic
interpreted that even though the
and clarification. It was caused by
lecturers used more than one type
the
although generally they more tend
limited amount of time.
participants
to use the
direct corrective
students’
condition
and
DISCUSSION
feedback.It is often not followed
The findings of this research
by further explanation.
The answers given by the
reveal that among seven types of
participants were not too different
corrective feedback used by the
from
lecturers on students’ speaking, recast
what
there
searcher
92
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
becomes the most frequently type
for
used. This finding is
relevant with
inappropriate for EFL classroom since
what (Lyster and Rynta, 1997;Sheen,
the atmosphere and the students’
2004, and Yoshida, 2010) found. They
condition between them are of course
also found that recast become the most
slightly different.
frequently used types of corrective
ESL
classroom.
It
becomes
Meanwhile,Ellis (2009:5)states
feedback in the L2 classroom.
that they lend to support the lecturers
In addition, there are several
or the teachers to use explicit with
opinion of the some experts related to
metalinguistic
recast. Lyster and Ranta (1997:23)
because it is more effective than
state that recast becomes the short
implicit feedback. Similarly, Swain
term memory. The students remember
(1993:12)
the words or the phrases that the
preferences for explicit corrective
lecturers corrected only when the
feedback with metalinguistic is the
corrective
most
feedback
given.
The
explanation
also
effective
reports
one.
type
that
Then,
the
Pyne
students will do the similar mistakes
(2012:3)
when they find the similar words even
environment in which the learners
phrases. Next, Ellis (2009:6) does not
receive just a few hours a week of
agree on the effectiveness of recast
classroom
because it does not make the learner to
explicit
locate the error. Similarly, Larsen
significantly accelerate the process of
&Freeman in Ammar and Ahlem
language
(2003:185) also believe that recasts
direct feedback
regarding the rules
will be effective when it comes to
and the limits
of language use”. It
second language acquisition Then,
indicates that it will be better for the
Suraka (2007:9) indicates that recast
lecturers to give corrective feedback
was not a good type of corrective
explicitly by giving some explanation
feedback if the lecturers wish to
to the students.
achieve the learners uptake. Based on
CONCLUSION AND SUGGESTION
the opinion of some experts above, it
CONCLUSION
believes
that
exposure
corrective
learning
to
“in
EFL
English,
feedback
can
by providing
can be signified that recast cannot
The findings of this research
locate students’ errors and appropriate
revealed that among seven types of
93
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
corrective
feedback
by
appropriate for ESL students and it is
most
not for EFL students. That’s why, the
frequently type used. Therefore, it can
lecturers should try to use another
be
the
types of corrective feedback which is
corrective
more appropriate for the EFL students
feedback by using various types
such as explicit with metalinguistic
however, there is a tendency of the
explanation which based on the theory
lecturers to use one type. That type of
it is quite appropriatefor the EFL
corrective feedback based on most of
students.
thelecturers,
recast
concluded
lecturers
have
that
used
ISSN: 2528-3804
is
the
actually
given
theories is inappropriate since it is
short term memory and not effective
REFERENCES
in leading to the successful uptake. It
Ammar, Ahlem. 2003. Corrective
Feedback and L2 Learning:
Elicitation
and
Recast.
UnpublisedThesis. Montreal :
Montreal. Mc Gill University
signifies that the lecturers do not use
the appropriate type. Itcould cause the
corrective feedback given by the
lecturers did not give the better result
Ellis, R.2009. Corrective Feedback
and Teacher Development,
L2.Journal, 1,3-16. Retrieve
from
http:/:repositoris.edlib.org/
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depends
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Fanselow, J. 1977. The Treatmentof
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Han, Z.H. 2004.Fossilization in adult
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SUGGESTION
Based on the conclusions
above it is suggested that the lecturers
should be aware of the types that they
used in giving corrective feedback.
They should be able to filter which
corrective
feedback
which
Kennedy, Sara. 2010. Corrective
Feedback for Learners of
Varied Proficiency Levels: A
Teacher’s
Choices.
Spring.TESL
Canada
Journal.Volume. 27
most
appropriate for the EFL students
because giving corrective feedback
between EFL and ESL student are
Lyster,R.2004.Differential Effects of
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Sheen, Y. 2004. Corrective Feedback
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Second Language Acquisition
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Lyster, R&Panova, L. 2002. Pattern of
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Sugiono.2005. Metode Penelitian
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Yoshida,
Reiko.2010.
Teachers
Choice
and
Learners’
Preferences
of
Corrective
Feedback Types.
Sidney:
University of News South
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Chris. 2012. Casts A
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