The Effect Of Teachers’ Error Feedback on EFL Students’ Speaking.

MUHSIN, MUH. ARIEF (2014) The Effect Of Teachers’ Error Feedback on EFL Students’ Speaking. S1 thesis, Pascasarjana.

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ABSTRACK The research aimed at (i) Finding out the effect of teacher error feedback minimizing the students’ weakness in speaking English; (ii) finding out the student responses and perceptions toward the error feedback given in teaching speaking activity. The research applied quasi-experimental and exploratory study. In this study, one treatment groups and one control group are used. The treatment group received in different types of feedback, while the control group received no speaking feedback on their conversation. The findings indicated that (i) the students’ accuracy in speaking improved from poor to good category and the experimental class is higher than control class, the students speaking fluency has similarity because the comparison control class and experimental class showed that both improving the students speaking fluency, where experimental class is higher than control class, and the students’ speaking compensability is leading to the ability to be understood or intelligible because the result of data analysis in experimental class for the students comprehensibility in speaking shown that teacher error feedback gave effect. The mean score of pre-test 4.45 and mean score of post-test 7.87. In control class showed means score of pre-test 3.38 and mean score for post-test 6.45. (ii) The students’ response and perception for teacher error feedback indicated that students think their spoken error should be corrected when teaching language whatever English as foreign language and their errors usually to correct frequently, students also like very much if the timing the spoken error to be treated after finishing speaking, they also wanted their teacher focus more on their serious spoken errors than individual errors, the students responds shout treat their error generally strongly agree if their teacher gave them treat their error in speaking. They also was agree if their friends should treat their error, and the most popular corrective feedback in teaching speaking is explicit correction, elicitation, and repetition. They have effective function in detecting the students’ mispronunciation and low accuracy and fluency. The other corrective feedback like implicit correction, recast, clarification request, and metalinguistic feedback are not favored because the percentage is lower than other corrective feedback. It is indicated that not all corrective feedback effective use in speaking, depend on the skill.

Item Type: Thesis (S1)
Date Deposited: 30 Apr 2018 03:43
Last Modified: 30 Apr 2018 03:43

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