TEACHERS’ CORRECTIVE FEEDBACK ON YOUNG LEARNERS’ ORAL ERRORS IN EFL CLASSROOMS

Ihsan Nur Iman Faris, - (2018) TEACHERS’ CORRECTIVE FEEDBACK ON YOUNG LEARNERS’ ORAL ERRORS IN EFL CLASSROOMS. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Corrective feedback adalah salah satu alat penting yang bisa menunjang pemerolehan bahasa siswa. Walaupun memiliki peran dan efektivitas dalam perbaikan oral lisan siswa, pengguanaan corrective feedback oleh guru dalam kelas bahasa Inggris untuk anak-anak cenderung ambigu dan tidak konsisten. Faktor-faktor penting seperti jenis eror yang dilakukan, dan seberapa sering eror tersebut muncul cenderung diabaikan ketika guru memberikan koreksi pada eror lisan siswa. Kecenderungan ini bisa membawa dampak negatif karena penanganan eror tanpa pertimbangan yang matang dapat merugikan perkembangan bahasa pembelajar anak-anak. Penelitian ini bertujuan untuk mengisi kekurangan tersebut dengan meneliti penggunaan strategi corrective feedback yang dilakukan guru di sebuah program bahasa Inggris untuk anak-anak yang dijalankan oleh salah satu pusat pelatihan bahasa di Bandung. Studi kasus dijalankan dengan melaksanakan observasi kelas dan wawancara untuk mendapatkan data mengenai tipe eror lisan yang siswa lakukan, strategi corrective feedback yang para guru gunakan, dan pertimbangan di balik penggunaan strategi corrective feedback tertentu. Temuan dari penelitian ini menunjukkan bahwa eror lisan yang paling sering dilakukan oleh siswa adalah eror pelafalan (49%), diikuti oleh tata bahasa (27%), kosa kata (20%), dan eror penggunaan bahasa ibu (4%). Untuk menangani eror tersebut, para guru paling banyak menggunakan recast (46%) dan elicitation (35%), sementara strategi corrective feedback lainnya seperti explicit correction (11%), metalinguistic feedback (6%), repetition (1%), dan paralinguistic signals (1%) cenderung digunakan lebih jarang oleh para guru. Tingkat uptake setiap strategi corrective feedback berbeda, namun rata-rata tingkat uptake tiap strategi adalah di atas 60%. Dalam menggunakan corrective feedback, para guru mengatakan bahwa faktor pembelajaran seperti silabus dan topik, dan faktor pembelajar seperti kemahiran dan motivasi, mempengaruhi pemilihan strategi corrective feedback yang mereka gunakan di kelas. Secara pedagogis, para guru menggunakan corrective feedback untuk menangani eror sesuai dengan tujuan dan topik yang dibahas dalam pelajaran. Pemilihan strategi corrective feedback mereka juga ditujukkan untuk menghindari keenganan siswa berbicara dan untuk mendorong siswa untuk terlibat dan belajar secara aktif di kelas. Selain itu, keberadaan atau ketidakadaan pola dalam tipe eror yang dilakukan siswa juga dipertimbangkan ketika guru memberikan koreksi. Berdasarkan temuan penelitian, disarankan guru memilih strategi corrective feedback berdasarkan tipe eror lisan yang dilakukan siswa, faktor pembelajaran, dan faktor pembelajar.---- Corrective feedback is one of the most important tools to support learners’ language acquisition. Despite its role and efficacy in correcting learners’ oral errors, the use of corrective feedback in English for young learner classrooms tends to be inconsistent and ambiguous. Important factors such as the types of errors committed and their frequency tend to be ignored when teachers correct students’ oral errors. This tendency can bring some drawbacks since error treatments without thorough considerations can give harmful effects to young learners’ language development. This research aims to fill the lacuna by investigating the use of corrective feedback strategies of the teachers in the English for young learners program managed by one language training center in Bandung. A case study was employed by conducting classroom observation and interviews to collect the data regarding students’ oral errors, teachers’ corrective feedback strategies, and considerations of using certain types of corrective feedback strategies. The findings demonstrate that the most-frequent oral errors committed by the students were pronunciation error (49%), followed by grammar (27%), vocabulary (20%), and use of L1 (4%) errors. To treat the errors, the teachers use recast (46%) and elicitation (35%) the most frequently, while other corrective feedback strategies such as explicit correction (11%), metalinguistic feedback (6%), repetition (1%), and paralinguistic signals (1%) have relatively low frequency in terms of use by the teachers. The rate of uptake from each corrective feedback varies, but in general, the average rate of uptake is more than 60%. In using corrective feedback, the teachers explained that learning factors such as syllabus and topics, and learner factors, especially proficiency and motivation, influence their selection of corrective feedback strategies. Pedagogically, the teachers use corrective feedback to treat the errors pertained to the objectives and topics discussed at the lessons. Their selection of corrective feedback was also geared toward avoiding inhibition and encouraging the students to learn and involve actively in the activities of the class. Furthermore, the presence and absence of patterns in the types of error committed by the students are also taken into consideration when the teachers give corrections. The suggestion that can be given based on the findings of this research is that teachers should select corrective feedback strategies based on various factors such as types of error, learning factors, and learner factors.

Item Type: Thesis (S2)
Additional Information: No. Panggil: T B.ING IHS t-2018 ; Pembimbing: I. Bachrudin Musthafa ; NIM: 1402393
Uncontrolled Keywords: eror lisan, corrective feedback guru, dan pertimbangannya, oral errors, teachers’ corrective feedback, and considerations .
Subjects: L Education > L Education (General)
P Language and Literature > PE English
P Language and Literature > PR English literature
Divisions: Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User: Mr. Arif Rezkyana Nugraha
Date Deposited: 16 Apr 2019 06:07
Last Modified: 16 Apr 2019 06:07
URI: http://repository.upi.edu/id/eprint/34474

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