STUDENTS’ PREFERENCES AND TEACHERS’ PERCEPTIONS FROM STUDENTS’ RESPONSES TOWARD ORAL CORRECTIVE FEEDBACK IN SPEAKING SKILLS AT JUNIOR HIGH SCHOOL 1 SUMBERGEMPOL

UMI SONEYA, 128510203020 (2021) STUDENTS’ PREFERENCES AND TEACHERS’ PERCEPTIONS FROM STUDENTS’ RESPONSES TOWARD ORAL CORRECTIVE FEEDBACK IN SPEAKING SKILLS AT JUNIOR HIGH SCHOOL 1 SUMBERGEMPOL. [ Thesis ]

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Abstract

Based on the curriculum in this country, Indonesian students learn English as a foreign language and the objective of the English teaching and learning process is to enable students to use English to communicate in oral and written forms. In reality, students get materials that do not include the four English skills. Sometimes they just improve reading and writing ability, with little improvement in speaking especially at junior high school. The students are lack in speaking ability because the limited opportunity to practice it in the classroom. In this circumstance, the English teachers have an important role to guide students. Teachers, as the ones who support more in students' success, should lead their students to be good speakers. As it is impossible to succeed without facing obstacles, the students will also find difficulties in speaking by producing errors before they are proficient in speaking English. Teachers may help students correct their mistakes by giving feedback on their speaking performance. The input will guide the learners to produce better oral production. The objectives of the research were (1) To know the students’ preferences toward the types of teacher’s oral corrective feedback in speaking skills at Junior High School 1 Sumbergempol. (2) To know the students’ reasons for preferences of teacher’s oral corrective feedback in speaking skills at Junior High School 1 Sumbergempol (3) To know how teachers perceive their students’ preferences of oral corrective feedback in speaking skills at Junior High School 1 Sumbergempol. The research design of this study was mixed-method research. The population of this research was the eighth-grade students of SMPN 1 Sumbergempol which consists of A to K classes. The sample quantitative part of this research was H, I, J, and K classes with the total sample being 117 students. twelve students and five English teachers as respondents in the qualitative part of this research. The research instrument was a questionnaire and interview guide. The questionnaire was used to collect the data related to the students’ preferences toward the types of teacher’s oral corrective feedback in speaking skills, the interview was used to collect the data related to students’ reasons for preferences of teacher’s oral corrective feedback in speaking skills and how teachers perceive their students’ preferences of oral corrective feedback in speaking skills. The findings showed that most students have positive responses toward oral corrective feedback types in speaking skills, the data revealed that all strategies showed the high criteria. Meanwhile, from students’ preference toward oral corrective feedback, explicit correction became the most preferred strategy of oral corrective feedback in speaking skills. Followed by Recast, Metalinguistic Feedback, Repetition, Elicitation and the lowest was Clarification Request. Both students and teachers highly valued the efficacy of feedback and were positive about the explicit correction feedback type. The explicit correction makes students understand the errors they made as well as the formulation of the correct form, and it doesn’t consume too much time in correcting students’ errors. Students nowadays like to receive correction that immediately points out where the errors are and what is the corrects them. Students like having to-the-point statements, straightforward, and don’t like to guess. However, most teachers except those showing positive toward explicit correction, also claimed that using all types was also effective to be used, based on the situation and condition and depending on the error positions. It could be seen through the level of their errors and based on their capacity to think about their errors. The teacher usually used more than one to correct the students’ oral errors due to the fact students have to understand the versions of the strategy, not only is the easiest way to correct them but the strategy that forces them to correct their errors is also needed to increase their speaking skills. Regarding feedback timing, the students and teachers were showing positive responses as well. Both students and teachers preferred immediate feedback. They wished to receive feedback as soon as they made mistakes so that they would not forget what they had been speaking and had a chance to repeat the correct forms. The finding showed concerning how oral corrective feedback should be given by teachers, most students preferred their teacher to give corrections in front of the other students in the class, which matches with the teachers’ response that giving corrections in front of all students in the class would make all students aware on other mistakes to get the lesson from it and in order not to have the same mistakes in the next speaking practice. Students also would be helped if the correction is given together with their friends in the class, the most common reason was they wanted their friends to help them if they couldn’t find the correct form from the mistakes that they made.

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