THE EFFECTIVENESS OF USING CORRECTIVE FEEDBACK ON STUDENTS’ SPEAKING SKILL AT THE EIGHTH GRADERS AT SMPN 3 KALIDAWIR TULUNGAGUNG

NUNIK ALLIFAH, 126203211058 (2025) THE EFFECTIVENESS OF USING CORRECTIVE FEEDBACK ON STUDENTS’ SPEAKING SKILL AT THE EIGHTH GRADERS AT SMPN 3 KALIDAWIR TULUNGAGUNG. [ Skripsi ]

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Abstract

Allifah, Nunik. Student ID Number. 126203211058. 2025. The Effectiveness of using Corrective Feedback on Students’ Speaking Skill at the Eighth Graders at SMPN 3 Kalidawir Tulungagung. Thesis. English Education Department. Faculty of Education and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Dwi Astuti Wahyu Nurhayati, S.S., M.Pd. Keywords: the effectiveness, corrective feedback, speaking skills English serves as a global language that is vital for international communication. Speaking is an essential skill in English learning, but many students still face difficulties in their speaking abilities such as grammar, vocabulary, pronunciation, fluency, and comprehension. Based on the pre-experimental observations made prior to the research at SMPN 3 Kalidawir Tulungagung, it was found that students often do not receive revision or guidance when they make errors in speaking, which may hinder their progress in developing effective speaking skills. Corrective feedback is one of the techniques used in teaching speaking, as stated by Lyster and Ranta (1997) corrective feedback is pedagogical tool that prompts learners to notice their errors and modify their linguistic output. The purpose of this study is to measure the effectiveness of using corrective feedback on students’ speaking skills at SMPN 3 Kalidawir. The researcher focuses on research problem formulation: “Is the use of corrective feedback effective on the speaking skills of the eighth-grade SMPN 3 Kalidawir students?” This study used a pre-experimental design with a quantitative approach. The sample consisted of 28 eighth-grade students from class VIII-A. The instrument used in this research was an oral test. The researcher administered a pre-test to determine the students’ initial speaking ability. Then, two times of treatments using delayed corrective feedback techniques were conducted. The treatment was conducted individually, where each student was asked to prepare and retell a narrative text independently in front of the class. Finally, a post-test was given to measure the impact of the treatments on the students’ speaking skills. The data were analyzed using the paired sample t-test. The results showed that the use of corrective feedback was effective in improving students' speaking skills. The students' average score increased from 57.14 in the pre-test to 78.43 in the post-test. The significance value was 0.001, which is lower than 0.05. It means there was a significant difference before and after the treatment. Therefore, corrective feedback can be used for the English teachers as an alternative optional technique to support the speaking skills development of the eighth graders junior high school.

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