STUDENT'S RESPONSES TPWARD TEACHER CORRECTIVE FEEDBACK ON STUDENT'S PRONUNCIATION

Arrasyid, Sarrah Shiddik (2016) STUDENT'S RESPONSES TPWARD TEACHER CORRECTIVE FEEDBACK ON STUDENT'S PRONUNCIATION. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini berjudul Respons Siswa terhadap Koreksi Guru pada Kesalahan Pelafalan Siswa adalah sebuah penelitian deskriptif di Sekolah Menengah Pertama di Kota Bandung. Penelitian ini dilakukan untuk mencari tahu jenis-jenis koreksi yang diterima oleh siswa-siswa dan juga perilaku dan preferensi siswa terhadap koreksi pada kesalahan pelafalannya. Penelitian ini dilakukan pada 32 siswa dan 1 guru. Dalam usaha mendapatkan data, peneliti menggunakan instrumen kuisioner dan wawancara. Dari data yang didapatkan, terdapat lima jenis koreksi yang diterima oleh siswa seperti yang sudah diutarakan oleh Lyster dan Ranta (1997); explicit correction, recast, clarification request, metalinguistic feedback, dan repetition. Untuk perilaku yang muncul setelah diberikan koreksi, terdapat dua perilaku utama; rasa puas dan marah, sedangkan untuk preferensi, siswa-siswa lebih memilih explicit correction dan recast untuk digunakan pada kesalahan pelafalan mereka. Hasi dari penelitian ini menyarankan agar, terlepas dari respons dan preferensi yang diberikan oleh siswa, koreksi guru tetap dibutuhkan untuk siswa dalam mempelajari kemampuan pelafalan mereka. ;--- This research entitled Student’s Responses toward Teacher Corrective Feedback on Student’s Pronunciation Error is a descriptive research study at a Junior High School in Bandung. It was conducted to investigate kinds of corrective feedback received by students and also the attitudes and preferences toward corrective feedback on their pronunciation error. This research was done to 32 students and 1 teacher. In obtaining the data, researcher used questionnaires and interview as the instruments. From the data obtained, it is found that there are five kinds of corrective feedback received by students opposed by Lyster & Ranta (1997); explicit correction, recast, clarification request, metalinguistic feedback, and repetition. For the attitudes, there are two major attitudes; contentment and angry, while for the preferences, students tend to choose explicit correction and recast for correcting their pronunciation error. The result of the study suggest that despite of the responses and the preferences given by students, teacher corrective feedback is needed for students in acquiring their pronunciation skill

Item Type: Skripsi,Tesis,Disertasi (S1)
Additional Information: No Panggil : S ING ARR s-2016 ; Pembimbing : I. Didi Suherdi II. Pupung Purnawarman
Uncontrolled Keywords: corrective feedback, pronunciation, attitude, segmental features, suprasegmental features, corrective feedback, pelafalan, perilaku, segmental features, suprasegmental features
Subjects: L Education > L Education (General)
P Language and Literature > PE English
Divisions: Fakultas Pendidikan Bahasa dan Seni > Jurusan Pendidikan Bahasa Inggris
Depositing User: Mr mhsinf 2017
Date Deposited: 12 Oct 2017 03:10
Last Modified: 12 Oct 2017 03:10
URI: http://repository.upi.edu/id/eprint/26698

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