Institutional Repository | Satya Wacana Christian University: The Use of Oral Corrective Feedback In Teaching Pronunciation
THE USE OF ORAL CORRECTIVE FEEDBACK IN
TEACHING PRONUNCIATION
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Kristiana Hesti Padmini
112006065
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014
I
II
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2014. Kristiana Hesti Padmini and Maria Christina Eko. S, M.Hum
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Department, Faculty of Language and Literature, Satya Wacana University,
Salatiga.
Kristiana Hesti Padmini:
III
THE USE OF ORAL CORRECTIVE FEEDBACK IN TEACHING
PRONUNCIATION
Kristiana Hesti Padmini
English Department
Satya Wacana Christian University
hesti.putranto@gmail.com
Abstract
This study aimed to find out the types of oral corrective feedback that
teachers used in teaching pronunciation. It was a qualitative research which used
descriptive way in analyzing the data. The participants were three teachers who
teach English in SMK Dian Kirana Sragen, Central Java, Indonesia. The data
were obtained through observation to the teachers in their classroom activities.
Each participant was observed in his teaching and learning process. The finding
revealed that all teachers used Recast, Explicit correction, Repetition, Elicitation
and Metalinguistics clue. On the other hand, there were no teacher used
Clarification Request in their teaching learning process. This study hopefully
could be useful for English teachers, especially who were teaching pronunciation.
Hopefully they could give oral corrective feedback to every student‟s
mispronunciation. Thus, the students would get the advantages and would be
more productive in learning English.
Key words: Oral corrective feedback, pronunciation, the use.
TEACHING PRONUNCIATION
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Kristiana Hesti Padmini
112006065
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014
I
II
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2014. Kristiana Hesti Padmini and Maria Christina Eko. S, M.Hum
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Department, Faculty of Language and Literature, Satya Wacana University,
Salatiga.
Kristiana Hesti Padmini:
III
THE USE OF ORAL CORRECTIVE FEEDBACK IN TEACHING
PRONUNCIATION
Kristiana Hesti Padmini
English Department
Satya Wacana Christian University
hesti.putranto@gmail.com
Abstract
This study aimed to find out the types of oral corrective feedback that
teachers used in teaching pronunciation. It was a qualitative research which used
descriptive way in analyzing the data. The participants were three teachers who
teach English in SMK Dian Kirana Sragen, Central Java, Indonesia. The data
were obtained through observation to the teachers in their classroom activities.
Each participant was observed in his teaching and learning process. The finding
revealed that all teachers used Recast, Explicit correction, Repetition, Elicitation
and Metalinguistics clue. On the other hand, there were no teacher used
Clarification Request in their teaching learning process. This study hopefully
could be useful for English teachers, especially who were teaching pronunciation.
Hopefully they could give oral corrective feedback to every student‟s
mispronunciation. Thus, the students would get the advantages and would be
more productive in learning English.
Key words: Oral corrective feedback, pronunciation, the use.