AN ANALYSIS OF ORAL CORRECTIVE FEEDBACK TO SCAFFOLD STUDENTS IN LEARNING SPOKEN ENGLISH

Tersta, Friscilla Wulan (2017) AN ANALYSIS OF ORAL CORRECTIVE FEEDBACK TO SCAFFOLD STUDENTS IN LEARNING SPOKEN ENGLISH. S2 thesis, Universitas Pendidikan Indonesia.

[img] Text
T_B.ING_1502971_Title.pdf

Download (217kB)
[img] Text
T_B.ING_1502971_Abstract.pdf

Download (192kB)
[img] Text
T_B.ING_1502971_Table_of_content.pdf

Download (219kB)
[img] Text
T_B.ING_1502971_Chapter1.pdf

Download (228kB)
[img] Text
T_B.ING_1502971_Chapter2.pdf
Restricted to Staf Perpustakaan

Download (529kB)
[img] Text
T_B.ING_1502971_Chapter3.pdf

Download (322kB)
[img] Text
T_B.ING_1502971_Chapter4.pdf
Restricted to Staf Perpustakaan

Download (870kB)
[img] Text
T_B.ING_1502971_Chapter5.pdf

Download (210kB)
[img] Text
T_B.ING_1502971_Bibliography.pdf

Download (390kB)
[img] Text
T_B.ING_1502971_Appendix.pdf
Restricted to Staf Perpustakaan

Download (331kB)
Official URL: http://repository.upi.edu

Abstract

This study attempts to portray types of oral corrective feedback that is frequently used to scaffold students in learning spoken English and to investigate how scaffolding oral corrective feedback influences the students’ improvement in spoken English. Oral corrective feedback has been often considered as a correcting tool for students’ errors. However, there are some potentials that corrective feedback could be scaffolding to students’ learning. This study used qualitative data collection and analysis. Relying on the data in the form of classroom observation field notes, students’ scores, and students’ exercises, this study analyzed the collected data to find the teacher’s trend in providing corrective feedback, and to find the students’ improvement in learning as a result of the teacher’s corrective feedback. The analysis showed that explicit correction was the most frequently used corrective feedback from the teacher to scaffold his students in learning spoken English. In addition, the students’ improvement was identified in their more solid understanding of grammar aspects from one stage to another stage of learning spoken English. This study suggests that teachers need to get familiar with scaffolding feedback to result in positive input; therefore, students can develop their own capacity in learning.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil : T B.ING TER a-2017; Pembimbing : I. Wawan Gunawan; NIM : 1502971.
Uncontrolled Keywords: Corrective Feedback, scaffolding, students’ error.
Subjects: L Education > L Education (General)
P Language and Literature > PE English
Divisions: Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User: Isma Anggini Saktiani
Date Deposited: 12 Dec 2018 09:45
Last Modified: 12 Dec 2018 09:45
URI: http://repository.upi.edu/id/eprint/32540

Actions (login required)

View Item View Item