teachers’ oral corrective feedback on students’ …
TRANSCRIPT
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ABSTRAK
Septi Maizola (NPM: 12040101), Umpan Balik Guru secara Lisan dalam
Memperbaiki Penampilan Berdialog Siswa pada Kelas Sepuluh di SMA PGRI 1
Padang. Skripsi, Program Studi Pendidikan Bahasa Inggris STKIP PGRI
Sumatera Barat, Padang, 2016.
Umpan balik lisan merupakan umpan balik yang diberikan oleh guru secara
langsung dalam pembelajaran bahasa Inggris. Pemberian umpan balik secara lisan
kepada siswa bertujuan untuk memperbaiki kesalahan siswa dan memotivasi siswa
untuk memperbaiki kesalahannya sehingga mereka bisa menampilkan yang terbaik di
penampilan selanjutnya. Penelitian ini bertujuan untuk melihat tipe umpan balik
secara lisan yang diberikan oleh guru bahasa Inggris. Partisipan penelitian ini adalah
guru kelas sepuluh di SMA PGRI 1 Padang. Guru bahasa Inggris kelas sepuluh di
sekolah ini ada satu orang. Dalam mengumpulkan data peneliti melakukan observasi.
Observasi dilakukan selama proses pembelajaran berlangsung dengan menggunakan
video, observation checklist, and field notes. Peneliti meneliti dua kelas yaitu kelas
X1 dan X2. Peneliti melakukan penelitian selama tiga kali pertemuan dalam satu
kelas. Setelah menganalisis data, dari enam tipe umpan balik yang bisa diberikan oleh
guru, terdapat satu tipe yang digunakan oleh guru kelas sepuluh SMA PGRI 1
Padang. Tipe tersebut adalah recast dan repetition. Recast adalah umpan balik yang
diberikan oleh guru dengan memperbaiki kesalahan siswa secara langsung dengan
memberikan contoh yang benar tanpa memberi tahu terlebih dahulu bahwa siswa
telah mengucapkan kesalahan dalam pengucapannya. Berdasarkan hasil penelitian
dapat disimpulkan bahwa guru bahasa Inggris kelas sepuluh SMA PGRI 1 Padang
menggunakan satu dari enam tipe umpan balik yang bisa diberikan guru secara lisan
dalam memperbaiki penampilan bercakap siswa.
Key words: umpan balik, penampilan berdialog, recast, repetition
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ACKNOWLEDGEMENT
Alhamdulillahhirobbil a‟lamiin, praise to Allah S.W.T the almighty
who has given the researcher straight to complete this thesis entitled
“Teachers‟ Oral Corrective Feedback on Students‟ Dialogue Performance at
Tenth Grade Of Senior High School PGRI 1 Padang”. This thesis is aimed as
facilitating of the requirement for the SI Degree of English Department,
STKIP PGRI Padang West Sumatera. Shalawat and salam is also given to the
prophet Muhammad S.A.W as the “huswatun hasanah” for the muslims.
A very special thanks and appreciation from the deepest of my heart to
the advisors, Belinda Analido, M.Pd and Yola Merina, S.S, M.Hum, who
have been kind and willing to give their times, energy, suggestions, and
supports in completing this thesis. Her gratitude is also presented to Elmiati,
M.Pd, Melati Theresia, S.S, M.Hum and Rani Autila, M.Pd as the examiners
who have given the correction and clarification for this thesis. Then, the
researcher‟s appreciation also goes to the head and secretary of English
Department, Armilia Riza, M.Pd and Mayuasti, M.Pd. Then, the researcher‟s
thanks and appreciations to Dra. Yelliza, M. M.Pd as academic advisor who
have gives her advice, time, suggestion and attention. And for all of the
lecturers, and also the students of English Department who have given
motivation for the researcher.
Moreover, the researcher expresses the deepest gratitude to beloved
parents who has given their love, prays, care, attention, etc, for her life. The
researcher wants to say thanks to her sisters and brother who have given their
support, pray, and straight in finishing this thesis. And then, for all friends and
close friends who always support her during finishing this thesis.
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The researcher realizes that this thesis is far from greetest and
welcome any comments and suggestions to make this thesis be perfect. The
researcher hopes that this thesis will be useful for education.
Padang, July 2016
The researcher
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TABLE OF CONTENT
ABSTRACT ............................................................................................. i
ACKNOWLEDGEMENT ...................................................................... ii
TABLE OF CONTENT .......................................................................... iv
LIST OF APPENDICES ......................................................................... v
CHAPTER I INTRODUCTION
A. Background of the Problem ...................................................... 1
B. Identification of the Problem ..................................................... 3
C. Limitation of the Problem ......................................................... 4
D. Formulation of the Problem ...................................................... 4
E. Research Question ..................................................................... 4
F. Purpose of the Research............................................................. 4
G. Significance of the Research ..................................................... 5
H. Definition of Key Terms ........................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Definition of Performance......................................................... 6
B. Definition of Dialogue .............................................................. 7
C. Oral Corrective Feedback .......................................................... 9
1. Definition of Oral Corrective Feedback ................................ 9
2. Types of Teacher Oral Corrective Feedback ......................... 13
D. Review of Related Findings ...................................................... 20
E. The Conceptual Framework ...................................................... 22
CHAPTER III RESEARCH METHOD
A. Research Design ....................................................................... 25
B. Participant of the Research ........................................................ 25
C. Instrumentation ......................................................................... 26
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D. Technique of Data collection .................................................... 31
E. Technique of Data Analysis ...................................................... 31
CHAPTER IV RESEARCH FINDING
A.Data Description ........................................................................ 34
B.Data Analysis ............................................................................. 33
1.Types of Oral Corrective Feedback (from observation
video) .................................................................................. 33
2.Types of Oral Corrective Feedback (from observation
checklist and field notes) ...................................................... 56
3.Types of Oral Corrective Feedback (from interview) .............. 56
C.Findings ..................................................................................... 57
D.Discussion .................................................................................. 63
CHAPTER V CONCLUSION AND SUGGESTION
A.Conclusion ................................................................................. 70
B.Suggestion .................................................................................. 71
REFERENCES
APPENDICES
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Performance is student oral production to transfer the information to
the listener. In performances, students perform their speaking or produce a
language orally to transfer the information to the listener. The students
explore their ideas from their brain into the sounds of word that meaningful
and make a sentence. Performance can measure student competence in
interaction. Thus, teacher can know students knowledge when performance.
Many performances can be performed by the students in the
classroom. The performances like monologue, dialogue, storytelling, drama,
speech or debate. In their performances they are not always perfect. The
students have mistakes in their performances. There are students mistakes in
performances, like mistake in pronunciation, grammar, and lexical. It is
caused by some factors. The factors are students get nervous, they does not
understand the materials, and they have less knowledge. If they are wrong one
time it is called mistake, but if they do it any times it is called error.
The mistakes are done by the students when performances invite the
responds from the teachers. Teachers respond on students mistake is known as
teacher feedback. Teacher gives feedback to the students to correct the
mistake, such as mistake in grammar, pronunciation, or lexical. The purpose
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of teacher feedback is to improve students speaking ability and they can know
their mistakes, so they can revise their mistakes in the next performances.
Teacher can gives correction feedback on student performances in two
ways. It is supposed by Jimenez (2013), there are two correction feedback
types. They are written and oral feedback. Written feedback gives in three
ways. They are direct, indirect, and metalinguistic feedback. Direct feedback
gives an indication of the error and provides the correct form. Indirect
feedback gives an indication that an error has been made like underlining the
error, indicating the number of errors in the margin, or inserting error codes in
the text. Metalinguistic feedback provides explanation for the errors that have
been made. Meanwhile, oral corrective feedback is the teacher responds
directly. Teachers directly gives feedback when students performances. Many
ways oral corrective feedback can be given by the teachers to the students. For
example, teachers repeat students mistake, gives the correct answer, asks them
it right or wrong, gives gesture tell it wrong, ask what should add or what
should uses.
Based on the researcher pre-observation at Senior High School PGRI 1
Padang, the researcher saw several phenomena related to the teacher oral
feedback. First, oral feedback given by the teacher‟s in Senior High School
PGRI 1 Padang. Second, teachers gave feedback to the students in different
types of oral feedback. The researcher saw two teachers in pre-observation.
The first teacher seldom used oral feedback to correcting student mistakes in
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performance. When performance teacher only asked the students to perform in
front of the class then gives applause and praises about their performance.
Students do not know their mistake and back to their chairs, they busy with
their activity and make noisy. But, the second teacher directly gave them
feedback by correcting when students have mistakes in their performance.
Sometimes the teachers asked students to repeat again before giving the
feedback, appropriate the students‟ mistake. When teacher gave correction or
feedback, students gave attention to the feedback and repair their mistake in
performance.
B. Identification of the Problem
Problems that found in the teachers corrective feedback are the ways
teacher gave the feedback. How teacher gives feedback on students
performance. Teachers can give feedback to students in two ways. They are
written and oral feedback. Teachers can give feedback directly when students
performance or write the feedback.
Next, not all the teachers can use the best feedback. So, students who
do not get the feedback from the teachers although they do the mistakes in
performances will be busy with their activity and they do not revise their
mistake. They will think that they do not doing the mistakes. Different with
students who get feedback from the teacher will know and understand their
mistake so they can encourage their speaking.
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C. Limitation of the Problem
Related to the identification of the problems above, the researcher
limits the problem by focusing on teacher oral corrective feedback used by the
teachers on student dialogue performances. It will be done by looking at
students‟ performance which has been given feedback by the teacher.
D. Formulation of the Problem
Based on limitation of the problem above the researcher will formulate
the problem into “how are oral corrective feedback used by the teachers on
student dialogue performance?”.
E. Research Question
Based on the formulation of the problem above, the problem of the
research will be formulated in the following research question: “what are
types of teachers‟ oral corrective feedback on students‟ dialogue performances
at Senior High School PGRI 1 Padang?.
F. Purpose of the Research
Based on the research questions above, the purposes of this research is
to describe and to analyze the types of teachers‟ oral corrective feedback used
on student dialogue performance at Senior High School PGRI 1 Padang.
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G. Significance of the Research
By doing this research, the researcher expects that this research will
give contribution to the researcher herself, the teacher and the library.
Through this research, the researcher and the teacher hope that they will have
much knowledge about students‟ error in dialogue performance. They also
will be able to know types of teacher feedback on students‟ speaking
performance. If the teacher is known the types of feedback in speaking
performance so, the teacher can know the better feedback that should be given
in teaching activity especially in dialogue performances.
Besides to the researcher herself and the teacher, this research can give
many advantages to the library. In the library, this research can be a source of
teaching material especially about teachers‟ feedback on students‟ dialogue
performance. The reader can read this research in the library to improve their
speaking skill and to seek teaching material.
H. Definition of Key Terms
1. Dialogue is communication between two or more students in classroom
when performance.
2. Performance is the students‟ condition in speaking when they were
responded the teacher commands to speak and when they were speaking.
3. Feedback is teacher‟s responds or correction toward students‟ mistake.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is devoted to review the related literature of the present
study. These reviews are expected to serve important background information
to support the study and the discussion of the findings.
A. Definition of Performance
Performance can measure someone competence in speaking. To know
someone capacity in produce language or how they do interaction can do by
performance. They can show their competence to make an interaction with
someone and the listener can assess their competence of performance. Student
competence will explore directly when students explain the sentence when
their produce a language. According to Steinberg, Nagata, and Alice
(2001:327), performance means explain sentence production. Which is how
speaker take ideas and render them into speech sounds, and explain sentences
comprehension, which is how speaker on receiving speech sounds, recover
ideas from those sounds. It means that, performance is someone production or
how someone show their spoken. They explain their sentence in produce a
language. Speaking performance is student oral production to transfer the
information or argument to the listener. Speaking performances is student
perform their speaking or produce a language orally to transfer the
information to the listener.
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In performance, the students should confident to speak fluently.
Confidence give big contributes to success in speaking. Confident in
communication play an important role in determining the students willingness
to communication. MacIntyre et al in Park and Lee (2004:199), self confident
significantly contributes to the learners‟ willingness to communicate in a
foreign language. In other word, students must confident to communicate with
other in English to make their confident be better than before and they can
success in their performance. It cause confident is the important role in fluent
and success in communication when performance.
In summary, researcher concludes that dialogue performances is the
ways speaker explores their opinion or argument in their brain into a sentence
that has a meaning. Many aspects of speaking performance should be
considered by the student to make their performance be meaningful.
Performance can show student competence in speaking and understand what
talking about. It is the way of students deliver their argument orally and
instantly, it seems like speaking in daily activity.
B. Definition of Dialogue
There are student mistakes in performances. In performances students
not always perfect. They have mistakes in their performances, like mistakes in
pronunciation, grammar, and lexical. It is caused by some factors. The factors
are students get nervous, they do not understand the materials, and they have
less knowledge. If they are wrong one time it is called mistake, but if they do
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it any times it is called error. Many performances can be performs by the
students in the classroom. The performances like monologue, dialogue,
storytelling, drama, speech or debate.
Dialogue is a kind of performances in teaching learning process.
Dialogue involves two or more people using language for interactional and
transactional purpose. It means that there are two process of communication
and in communication there are two or more people. These are as a speaker
and as a listener. The speaker transfer the information to the listener and the
listener give response about the speaker information. If the listener gives the
response it means that the listener understands about the information. It is
happen if the speaker be able to make a good communication in dialogue.
Walton in Winter (2011:94), a dialogue is a conversation between two
parties who take turns at exchanging verbal messages. It means that, the
person communicate with others to share the messages or information. In
other word, dialogue is a process of communication between two persons. The
speaker has the turn to share the information then the listener has the turn to
response the information gets from the listener. The information not only from
the speaker but the listener also can give information to the speaker and gives
the response about it.
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According to Piwek (2015), dialogue is a literary work in the form of a
conversation between two or more persons, in which opposing or contrasting
views are imputed to the participant. It means that dialogue is a conversation
between two or more persons. It can be three, four, five, and etc. The persons
in the conversation can share the information to the others and also can get the
information from others. The listener can be more understand if the
information gives verbally or directly such as in the dialogue than send the
information in written. So, the information that sharing can be more effective.
Referring to all of expert explanation above, dialogue is the
communication between two or more persons in transferring the information
from the speaker to the listener with the purpose is to get intention to be
recognized by speaker and the listener can process the statements in order to
recognize speaker intention. It will be meaningful if the speaker can perform
clearly and fluently and the listener can get the point of the speaker talking
about. It shows that, dialogue can show student speaking and performing then
invite many responses from teacher and listener to improve their mistake in
performance.
C. The Oral Corrective Feedback
1. Definition of Oral Corrective Feedback
Feedback is teacher respond or correction toward student mistake or
error. The correction of the mistake is called corrective feedback. The teacher
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corrective feedback is one of the important ways to revise in speaking process,
because it can be appreciation from teachers that students expect for their
effort. In other word feedback is teacher judgment about student error,
mistake or performance. According to Askew (2000:6), feedback in other
word as “a judgment about the performance of another with the intentions to
close a gap in knowledge and skills”. It means that teacher gives judge or
correction when student performs and doing correction if student have
mistakes. The purpose is having intention to be recognized by the teacher and
the student can process the statements in order to recognize their intentions
when performs.
Sprouls (2011:33), feedback can be positive and negative. Positive
feedback relays the information to indicate that a behavior should continue if
a behavior or task is demonstrated correctly. Positive feedback is defined as
verbal, nonverbal, or tangible feedback, which could include praise, behavior
points, or award. It means that, positive feedback is a feedback gives by the
teacher when the students success in their task or performance. Teacher can
give the positive feedback by praise student performances or gives award
because they can success in their performances. Negative feedback indicates
that a behavior or task was not performed correctly, thus indicated that a
change of behavior is needed to demonstrate successive behaviors toward a
goal. It means that, negative feedback is teacher correction if the students
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make the mistakes in their performance. The teacher corrects the student
mistakes and change to the correct form.
Corrective feedbacks are teacher response to the learner utterance that
contains an error. According to Ellis (2006:28), corrective feedback (CF) has
been defined simply as „response to the learner utterances containing an
error‟. It means that corrective feedback is teacher response to a learner error
such as comment of the error. So, corrective feedback refers to teacher and
peer responses to learner production. Teacher gives correction to the students
to improve student knowledge about their mistake in performances. When
students perform and do the mistakes, teacher comment student mistake
directly.
Then, Russel and Spada (2006:134), corrective feedback refers to any
feedback provide to a learner, from any sources, that contains evidence of
learner error of language form. It means that corrective feedbacks are
teachers‟ responses to the learner utterance that contain an error. In other
word, corrective feedback as any indication to the student‟s that their use of
the target language is incorrect. The teacher gives information to the students
when students have made an error or mistakes in their performances. So,
students know what their mistakes during the teacher corrects their mistakes
directly.
There are many ways in giving feedback to student error or mistake.
Teachers should also look at the ways of giving feedback without losing the
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students. The teacher corrective feedback is one of the important ways to
revise in speaking process, because it can be appreciation from teachers that
students expect for their effort. Corrective feedback can be given in written
and oral form to the students.
Oral feedback is particular type of correction feedback that is
employed by the teachers. Oral feedback is teacher correction directly when
students make mistakes and teacher gives information to the student to revise
their mistake and make their speaking better than before. It also makes
students known where their mistake when speaking performance. Many
feedbacks can be given by the teacher to improve student performances
especially in performances. In the case, many experts use oral feedback to
improve student speaking in performances.
According to Brookhart (2008:4), oral feedback is interactive feedback
which the teacher can talk with the students. It means that oral feedback is a
conversation between teacher and students about students speaking
performance. When perform, teacher gives the feedback about students
mistakes. Students can get clear information about their mistake in speaking
performance. With the feedback students can improve their ability in speaking
when performances.
In summary, oral corrective feedback is teacher correction or response
to the learner utterances containing an error directly when student have
mistake or error and teacher gives information to the student to revise their
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mistakes or error. Students can improve their knowledge based on teacher
correction on their mistakes. The knowledge they get from the teacher can
improve their ability in speaking especially in performances.
2. Types of Teacher Oral Corrective Feedback
Oral feedback given by the teacher consists of several types of oral
feedback. According to Lightbown & Spada in Rydahl (2005:5), four major
types of corrective feedback: clarification requests, recasts, elicitation, and
metalinguistic feedback. Clarification requests is where the teacher indicates
to the learner that an utterance has been misunderstood or that there is an error
in it and that a repetition or a reformulation is needed. Clarification request
includes phrases such as pardon me. It may also include a repetition of the
error as what do you mean by …..?. Then, recasts is where the teacher repeats
a student‟s utterance, using correct forms where student has made an error,
but does not draw attention to the error and maintains a central focus on
meaning. Next, elicitation is where the teacher uses questions to elicit
completion of students‟ utterances, asks questions to elicit correct forms, or
asks students to reformulate their utterances. The last is metalinguistic
feedback. Metalinguistic feedback is where the teacher points to the nature of
the error by commenting on, or providing information about, the well-
formedness of a student‟s utterance.
Then, Lyster and Ranta in Yoshida (2009:23), six types of oral
feedback: explicit correction, recast, clarification requests, metalinguistic
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feedback, elicitation, and repetition. Explicit correction means the teacher
explicit provision of the correct form. Recast includes the teachers‟
reformulation of all or part of a students‟ utterance, minus the error.
Clarification request means the teacher uses of phrase such as pardon me to
ask for clarification of the learner utterance. Metalinguistic feedback involves
„either comment, information, or question related to the well-formedness of
the students‟ utterance, without explicitly providing the correct form‟.
Elicitation means the teachers‟ techniques to elicit a students‟ utterance, for
example, by „strategically pausing to allow students‟ to fill in the blanks or by
repeating the students‟ error. And repetition means the teachers‟ repetition, in
isolation, of the students ‟erroneous utterance.
For example students‟ make an erroneous utterance such he has dog.
Teachers‟ can responds students‟ utterances by (1) recast, with reformulating
it: a dog. (2) Explicit correction with alerting the learner to the error and
providing the correct form: no, you should say “a dog”. (3) Clarification
request by asking for clarification: sorry?.(4) Metalinguitic feedback with
making a metalinguistic comment: you need an indefinite article. (5)
Elicitation, eliciting the correct form he has…?. And (6) repetition with
repeating the wrong sentence: he has dog?.
Meanwhile, Ellis (2009:9) there is six types of teacher feedback. First
is recast. Recast is the corrector incorporates the content words of the
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immediately preceding incorrect utterance and changes and corrects the
utterance in some way.
For example:
Student: I went there two times.
Teacher: you‟ve been. You‟ve been there twice as a group?
Second is repetition. The corrector repeats the learner utterance highlighting
the error by means of emphatic stress.
Student: I will showed you.
Teacher: I will SHOWED you.
Student: I will show you.
Third is clarification request. The corrector indicates that he/she has not
understood what the learner said.
Student: what do you spend with your wife?
Teacher: what?
Fourth is explicit correction. The corrector indicates an error has been
committed, identifies the error and provides the correction.
Student: on May.
Teacher: not on May, in May. We say, „it will start in May‟
The next is elicitation. The corrector repeats part of the learner utterance but
not the erroneous part and uses rising intonation to signal the learner should
complete it.
Student: I‟ll come if it will not rain.
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Teacher: I will come if it …..?
And the last is paralinguistic signal. The corrector uses a gesture or facial
expression to indicate that the learner has made an error.
For example:
Student: yesterday I go cinema.
Teacher: “(gestures with right forefinger over left shoulder to indicate
past)”.
Sheen and Ellis (2011:594), two broad corrective feedback categories:
reformulations and prompts. Reformulation includes conversational recasts,
didactic recasts, explicit correction, and explicit correction with metalinguistic
explanation. Prompts include clarification request, repetition, paralinguistic
signal, elicitation, and metalinguistic clue. Prompts include a variety of signal
other than reformulations that push learners to self-repair.
In addition, Wannemacker et al (2011:13), six types of oral corrective
feedback. They are: first, explicit feedback, recast, clarification request,
metalinguistic feedback, elicitation, and repetition. Whereas explicit feedback
is the teacher provides the correct form and clearly indicates that what the
students said was incorrect. Recast is the teacher formulates all of part of
students‟ utterances, minus the error. Clarification request is the teachers‟
formulate the question indicating that utterance has been unclear and that
repetition and reformulation is required. Metalinguistic feedback is the teacher
response contains either comments, information, or question related to well-
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formedness of the students utterances, without explicitly providing the correct
form. Elicitation is the teachers try to elicit the correct form by asking for
completion of a sentence, or asking question, or asking for a reformulation.
Then, repetition is the teacher repeats the erroneous utterances isolation.
In summary, recast is the teacher feedback without directly indicating
that the student‟s utterance was incorrect. The teacher implicitly reformulates
the student‟s error, or provides the correction. Then, repetition is the teacher‟s
repeats the student‟s error and adjust intonation to draw student attention to it.
Elicitation is the teacher directly elicits the correct form from the student by
asking questions, by pausing to allow the student to complete the teacher‟s
utterance or by asking students to reformulate the utterance. Explicit
correction is the teacher clearly indicating that the student‟s utterance was
incorrect, the teacher provides the correct form. Metalinguistic clues is teacher
gives feedback without providing the correct form, the teacher poses questions
or provides comments or information related to the formation of the student‟s
utterance. Clarification request is teacher gives feedback by using phrases and
the teacher indicates that the message has not been understood or that the
student‟s utterance contained some kind of mistake and that a repetition or a
reformulation is required. The last, paralinguistic signal is the teacher uses a
gesture or facial expression to indicate that the learner has made an error.
In short, the researcher concludes there are six types of corrective
feedback uses by the teacher in respond student performance. The researcher
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chooses types of teacher corrective feedback by Ellis (2009). So, the teacher
oral corrective feedbacks are recast, repetition, clarification request, explicit
correction, elicitation, and paralinguistic signal. It can be seen clearly in the
following table:
No Types of oral
feedback
Indicator Sub indicator Example
1 Recast The corrector
incorporates the
content words of
the immediately
preceding
incorrect
utterance and
changes and
corrects the
utterance in
some way
Teacher not use
phrases such as
„you mean . . .‟
or „you should
say...‟ Teacher
focus on one
word and
grammatical
modification.
Student: “I
went there two
times”.
Teacher:
“you‟ve been.
You‟ve been
there twice as a
group?”
2 Repetition The corrector
repeats the
learner utterance
highlighting the
error by means
of emphatic
stress
Teacher adjusts
their intonation
so as to
highlight the
error.
Student: “I will
showed you”.
Teacher: “I
will SHOWED
you”. Student:
“I will show
you”
3 Clarification
request
The corrector
indicates that
he/she has not
understood what
the learner said.
Teacher use
word „excuse
me‟, „what‟,
„sorry‟, „pardon
me‟, or „I don‟t
understand‟.
Student: “what
do you spend
with your
wife?”
Teacher:
“what?”
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4 Explicit
correction
The corrector
indicates an error
has been
committed,
identifies the
error and
provides the
correction.
Teacher use
„you should say
...‟or „we say...‟
Student: “on
May”.
Teacher: “not
on May, in
May. We say,
„it will start in
May‟.”
5 Elicitation The corrector
repeats part of
the learner
utterance but not
the erroneous
part and uses
rising intonation
to signal the
learner should
complete it.
„no, not that‟,
„it‟s a...‟ or just
repeat the
error‟.
Student: “I‟ll
come if it will
not rain”.
Teacher: “I
will come if it
…..?”
6 Paralinguistic
signal
The corrector
uses a gesture or
facial expression
to indicate that
the learner has
made an error.
Teacher use
facial
expression,
body
positioning and
movements,
and hand
gesture
Student:
“yesterday I go
cinema”.
Teacher:
“(gestures with
right forefinger
over left
shoulder to
indicate past)”.
Source. Ellis (2009:9)
In conclusion, there are six types of corrective feedback adapted by
Elis. Every type has different way in corrective students‟ error in
performances. They are recast, repetition, clarification request, explicit
correction, elicitation, and paralinguistic signal. The researcher chooses Ellis
oral corrective types because the types from Ellis (2009) more complete than
another experts. Ellis has one type that different with the types from other
20
experts. The type is paralinguistic signal. In paralinguistic signal, the teacher
uses gestures in correcting students‟ error in performances.
D. Review of Related Findings
The teaching speaking will not be complete without including ways of
helping the students develop their performance. This case discuss about
teacher feedback on student performance. The last stage of the teaching-
speaking cycle is where the teacher gives corrective feedback can be given in
written and oral form to the students.
Actually, there are three findings related to this research. First, the
research conducted by Milla and Mayo (2013) who conducted the research
about “corrective feedback episodes in oral interaction: A comparison of
a CLIL and an EFL classroom”. This research used the theory by Lyster
and Mori 2006 and Sheen 2004. The methods of this research are procedure,
setting and participants, data collection, and data analysis. This research was
investigating what type of corrective feedback teacher provide to learners‟
error in oral interaction. And also want to know how learner reacts to the
different types of feedback in the two contexts examined and is the
instructional context an intervening factor in the effectiveness of corrective
feedback. Based on this research, different types of oral correction feedback
can give different reacts on students. The result also shows that learner error
can provide the different corrective feedback from the teacher.
21
Furthermore, the second finding related to this research proposed by
Faqeih et al (2014). The title is “Oral Corrective Feedback and Learning of
English Modals”. This research used the theory by Li, Spada & Lightbown,
and Ellis et al. The methods of this research are target structure, design of
study and group size, interventional materials and testing instrument, exit and
attitudinal questionnaires. The result of the research inform that types of
corrective feedback in language classes where meaningful interactive
activities and also provided concrete support for the significant roles of recast
and metalinguistic information corrective feedback techniques in second
language development.
The last related research found from Rahimi and Sobhani (2015)
entitile: “Teachers’ different types of feedback on Iranian EFL Learners’
speaking errors and their impact on the students’ uptake of the correct
forms”. This research used the theory by Lyster and Ranta (1997), Mackey,
Gass, and MacDonough (2000), Lochman (2000), Sheen (2004), Sheen
(2006), Kennedy (2010), Lyster and Saito (2010), and Li (2010). The methods
of this research are participants and setting, instruments, coding definitions,
design, data collection, and data analysis. This research find out different
types of feedback used by English teacher to responds student speaking errors.
The result of this research is to investigate the types and distribution of
corrective feedback moves and their impact on the learners‟ uptake. The types
of corrective feedback in this research are recast, elicitation, explicit
22
correction, clarification request, repetition, and metalinguistic feedback. The
result of this research showed that recast in spite of being the most frequently
used feedback type, followed by explicit correction. The most effective
feedback methods were elicitation and clarification.
Concerning on some related research finding above, this research
focuses on the oral corrective feedback used by the teacher in speaking
performances at Senior High School PGRI 1 Padang. The researcher wants to
identify types of teacher oral corrective feedback used by teacher and how
teachers use the oral corrective feedback on student speaking performances.
Similar with the related research finding above, this research concerns
with types of teacher oral corrective feedback and how teacher gives the
feedback, but different with the research finding above that focus on the
impact on students uptake of the correct form, in oral interaction, and the
relationship with learning of English modals, this research focuses on types of
teacher oral corrective feedback on students speaking performance.
F. The Conceptual Framework
Based on explanation above, the conceptual framework as follows:
23
Figure 1 Conceptual Framework
Reffering to the conceptual framework above, it can be explained that the
researcher wants to know about how the oral corrective feedback used by the teacher
on students dialogue performance.. The researcher wants to analyze types of oral
corrective feedback given by the teacher. Through this conceptual framework, this
research is going to analyze the types of English teacher oral corrective feedback and
Teacher Feedback
Teacher Oral Corrective Feedback
Types of Teacher Oral Corrective Feedback
1. Recast
2. Repetition
3. Clarification Request
4. Explicit Correction
5. Elicitation
6. Paralinguistic signal
7.
Analysis
24
how oral corrective feedback given by English teacher at Senior High School PGRI 1
Padang.
25
CHAPTER III
RESEARCH METHOD
In this chapter the researcher is going to talk about research design,
participant of the research, instrumentation, technique of data collection and
technique of data analysis.
A. Research Design
The design of this research was descriptive research. According to Gay
and Airasian (2000:275), descriptive research determined and described the
way things are. It means that in descriptive study we determined and
described our research. The researcher described the types of teacher oral
corrective feedback used by the teacher to improve student dialogue
performance.
B. Participant of the Research
To get the data, the researcher needs participant of the research. The
researcher should know the appropriate participants. According to Gay and
Airasian (2000:281), selected participant must be able to provide the desire
information and willing to provide it to the researcher. Considered with the
criteria of participant above, the researcher chooses 2 teachers who are teach
in English class at Senior High School PGRI 1 Padang as the participant in
this research. Although many English teachers teach in Senior High School
PGRI 1 Padang, but only 2 English teachers who teach in tenth and eleventh
25
26
grade of Senior High School PGRI 1 Padang. The researcher observed both
teacher three times in one week to get the clear data. The researcher observed
the teachers three times because in this school the students learn English five
hours in a week. In the first meeting in a week, they learn English two hours.
The second meeting in a week, they also learn English two hours. Then, in the
last meeting in a week they learn one hour. The researcher chooses 2 English
teachers because the researcher wanted to observed teachers‟ oral corrective
feedback on students‟ dialogue performance at tenth grade level of Senior
High School.
C. Instrumentation
In descriptive research, there were some instruments that could be
used by the researcher in order to collect the data. Gay and Airasian
(2000:210), descriptive data are usually collected through observation,
interviews, personal and official documents, photographs, recordings,
drawings, e-mails, and informal conversations. The researcher used
observation and interview as the instrument of this research.
Table. 1 The Instrument of the Research
Objective
Instrument
Observation Interview
1. To describe how teacher
feedback on student
performance at Senior High
√ √
27
School PGRI 1 Padang
2. To find out what types of
teacher feedback on students
performance at Senior High
School PGRI 1 Padang
√ √
Source. Gay and Airasian (2000:210)
1. Observation
Patton in Cohen et al (2000:305), observational data should enable the
researcher to enter and understand the situation that is being described. In
other word, researcher should understand the situation to describe something
that observed. The researcher should collect the data in actual situation. In
other word, observation was kind of instruments to collect the data in the
field. The researcher collected the data based on the actual situation. The
researcher used observation to know what the types of teacher feedback used
by the English teacher.
The researcher used observation checklist as a tools in observation
process. The researcher also used field note. A note is a tool to make some
information during observation. According to Ary (2010:435) field not is the
most common method of recording the data collected during the observation.
The researcher made a brief notes during observation. In this research, the
researcher used a note to make a note about how oral corrective feedback used
by the teacher on students dialogue performance. The researcher also used
video record to save the data during the process of observation if the
researcher loses the data when the researcher was checklist the document
28
checklist.
In this research, for the observation checklist the researcher used
indicator based on indicator that proposed by Ellis (2009:9) to identify the
types of oral corrective feedback used by the English teacher.
Table 2. Indicators Types of Oral Feedback
No Types of oral
feedback
Indicator Sub indicator Example
1 Recast The corrector
incorporates the
content words of
the immediately
preceding
incorrect
utterance and
changes and
corrects the
utterance in
some way
Teacher not use
phrases such as
„you mean...‟ or
„you should
say...‟ Teacher
focus on one
word and
grammatical
modification.
Student: “I
went there
two times”.
Teacher:
“you‟ve
been. You‟ve
been there
twice as a
group?”
2 Repetition The corrector
repeats the
learner utterance
highlighting the
error by means
of emphatic
stress.
Teacher adjusts
their intonation
so as to highlight
the error.
Student: “I
will showed
you”.
Teacher: “I
will
SHOWED
you”.
Student: “I
will show
you”
3 Clarification
request
The corrector
indicates that
he/she has not
understood what
the learner said.
Teacher use
word „excuse
me‟, „what‟,
„sorry‟, „pardon
me‟, or „I don‟t
understand‟.
Student:
“what do you
spend with
your wife?”
Teacher:
“what?”
4 Explicit
correction
The corrector
indicates an error
has been
Teacher use „you
should say ...‟or
„we say...‟
Student: “on
May”.
Teacher: “not
29
committed,
identifies the
error and
provides the
correction.
on May, in
May. We
say, „it will
start in
May‟.”
5 Elicitation The corrector
repeats part of
the learner
utterance but not
the erroneous
part and uses
rising intonation
to signal the
learner should
complete it.
„no, not that‟,
„it‟s a...‟ or just
repeat the error‟.
Student: “I‟ll
come if it
will not
rain”.
Teacher: “I
will come if
it …..?”
6 Paralinguistic
signal
The corrector
uses a gesture or
facial expression
to indicate that
the learner has
made an error.
Teacher use
facial
expression,
body
positioning and
movements, and
hand gesture
Student:
“yesterday I
go cinema”.
Teacher:
“(gestures
with right
forefinger
over left
shoulder to
indicate
past)”.
Source. Ellis (2009:9)
2. Interview
The researcher used interview as the instrument in this research in
order to get the clear data about the teacher oral corrective feedback used
by the teacher in Senior High School PGRI 1 Padang on student dialogue
performances. According to Channel in Cohen et al (2000:269), interview
is two person‟s conversation initiated by the interviewer for the specific
purpose of obtaining research-relevant information and focus on content
30
specified by research objective of systematic description, prediction, or
explanation and to find hidden information which the data. It means that,
the researcher did interview with the teacher to get the data and to make
clear the data got from observation. The researcher gave question to the
teacher about the research to get the information. According to Gay and
Airasian (2000:219), there were three kinds of interview. They are
nonstructural interview, structural interview, and combination interview.
Nonstructural interview is the process of interview where is the
interviewer inexpressibly doing question-answer, direct question, appear
based on the participant‟s answer first question. It means that, the
researcher can give the question based on the participant‟s answer.
Structural interview is interview that is using guide question. The
interviewer asked the question that had been prepare before. And
combination interview is collaboration both non structural and structural
interview.
In this research, the researcher used non structural interview to get the
accurate data and to support the data from observation about types of
teacher oral corrective feedback used by the English teachers‟ on students
dialogue performances at Senior High School PGRI 1 Padang. The
researcher asked the first question and after the teacher answer, the
researcher asked the next question based on the teacher answer.
31
D. Technique of Data Collection
In gathering the data in the field, the researcher did some steps. The
research prepared a tool that can be used for observation, such as observation
checklist, field note and video record. The first is the researcher did
observation to the teachers who teaching in English class by using field note
and observation checklist to find the types of teacher oral feedback. Second,
the researcher used video record to save the data if the researcher checklist the
document or note teacher feedback then the researcher lost the data. So, the
researcher can review for watching the video to get the data. The last, the
researcher interview the teacher to make sure the types oral corrective
feedback used by the teachers in correcting students dialogue performances.
E. Technique of Data Analysis
After collected the data, the researcher analyzed the data. The data
analysis based on the techniques of analyzing qualitative data research by
Gay, Mills, and Airasian (2012:467) there are four steps in analyzing the data
of the research: reading/memoing, describing, classifying, and interpreting.
1. Reading/memoing.
Reading/memoing is the process becoming familiar with the data and
identifying potential themes. Reading/memoing is the first step the researcher
analyzed the data. The researcher found a quiet place and plan to spend a few
hours at a time reading through the data. The researcher read and wrote
32
memos about all field notes, observation checklist, and the researcher watched
the video recording to get an initial sense of the data.
2. Describing the data.
The next step is the researcher examining the data in depth to provide
detailed descriptions of the setting, participants, and activity. So, the
researcher had an understanding of the context in which the research was
taking place because the context influences participants‟ actions and
understanding. In this time, the researcher described the teachers‟ oral
corrective feedback on students‟ dialogue performances at tenth grade level
after the researcher reading the results of observation.
3. Classifying the data.
Classifying is categorizing and coding pieces of data and grouping
them into themes. A category is a classification of ideas or concepts;
categorization, then, is grouping the data into themes. When concepts in the
data are examined and compared to one another and connections are made,
categories are formed. The researcher classifies the data by seen the result of
field note, observation checklist, and video recording and the researcher
categorized them based on teachers‟ oral corrective feedback on students‟
performance that has been explained by experts.
4. Interpreting the data.
The researcher interpreted and synthesized the data to organize the
data into general understanding. Next, the researcher got the data. The
33
researcher interpreted the data based on the teachers‟ oral corrective feedback
on students‟ dialogue performances.
34
CHAPTER IV
RESEARCH FINDING
In this part the researcher discuss about data description, data analysis,
findings, and discussion.
A. Data Description
In this part, the researcher described the data description connected to
the English teacher types in give feedback on student dialogue performances
at Senior High School PGRI 1 Padang. This school located at Koto Tinggi
Street, Padang. The participants of the research were the English teachers at
that school. The researcher took the English teachers who taught at the tenth
and eleventh grade of Senior High School PGRI 1 Padang. The researcher
chooses 2 teachers who are teach in English class at Senior High School PGRI
1 Padang as the participant in this research. Although many English teachers
teach in Senior High School PGRI 1 Padang, but only 2 English teachers who
teach in tenth and eleventh grade of Senior High School PGRI 1 Padang. The
data was oral corrective feedback used by English teachers Senior High
School PGRI 1 Padang.
Connected to the explanations on chapter II, there were six types of
oral corrective feedback given by the teacher on students dialogue
performances. They were: recast, repetition, clarification request, explicit
correction, elicitation, and paralinguistic signal. In collecting the data, the
researcher used observation as the instrument. In observation, the researcher
34
35
used three tools in collecting the data. They were: observation checklist, field
notes, and video recording.
The observation process was done until the researcher got the data that
needed. The researcher did the observation three times for each class. During
the observation, the researcher used observation checklist and took some notes
to make sure that all data could be gotten optimally. From the observation
checklist and field notes the researcher found teacher A used recast and
teacher B used recast and repetition in correcting student utterance when the
student dialogue performance.
The researcher also used video recording to save the data during the
process of observation if the researcher loses the data when the researcher was
doing checklist the document checklist. From the video recording, the
researcher also found the teachers‟ used recast and repetition in correcting
student utterance. Teacher A used recast and teacher B used two types of
teacher oral corrective feedback, there is recast and repetition used by teacher
B when student dialogue performance and have the incorrect utterance.
The researcher also interviewed both teacher to valid the data from
observation. From the interview with teacher A the researcher found teacher
A mostly used recast when correcting student utterance, meanwhile teacher B
used recast and repetition when correcting student utterance in dialogue
performance. After the researcher got the data from observation, and valid the
36
data with interviewed the teacher‟s, the researcher stopped the observation
process.
B. Data Analysis
In this part, the researcher would analyze the data in order to answer
the question of this research. The research question was “what are types of
teachers‟ oral corrective feedback on students‟ dialogue performances at
Senior High School PGRI 1 Padang?. The researcher analyzed the data that
had been gotten through observation used observation checklist, field notes,
interview and video recording. Then, the explanation about the data analysis
could be seen as follow:
1. Types of Oral Corrective Feedback ( from observation video )
The researcher did observation on 13th
, 16th
, and 18th
May 2016 for the
teacher A and 29th
July 2016 for teacher B by using observation checklist,
field notes, video recording and interview during dialogue performance in
English teaching learning process. It was aimed to find out the clear data
is needed in this research. In this observation, the observation had been
done by the researcher three times for each teacher because the data of
English oral corrective feedback had been same. The researcher observed
two classes in teacher A because only one teacher at tenth grade and
taught in different classes that had been observed by the researcher. And
then, the researcher observed teacher B three times at eleventh class.
37
According to Ellis (2009:9), there are six types of oral corrective
feedback. They are recast, repetition, clarification request, explicit
correction, elicitation, and paralinguistic signal. Recast is the teacher
feedback without directly indicating that the student‟s utterance was
incorrect. The teacher implicitly reformulates the student‟s error, or
provides the correction. Teacher does not uses phrases such as you mean
or you should say. Teachers focus on one word and grammatical
modification. Repetition is teacher repeats the learner utterance
highlighting the error by means of emphatic stress. Teacher adjusts their
intonation so as to highlight the error. Clarification request is teacher
indicates that he/she has not understood what the learner said. Teacher
uses word excuse me, what, sorry, pardon me, or I don‟t understand.
Explicit correction is teacher indicates an error has been committed,
identifies the error and provides the correction. Teacher uses you should
say ...or we say...Elicitation is teacher repeats part of the learner utterance
but not the erroneous part and uses rising intonation to signal the learner
should complete it. Teacher says no, not that, it‟s a... or just repeat the
error. The last paralinguistic signal is teacher uses a gesture or facial
expression to indicate that the learner has made an error. For example
teacher uses facial expression, body positioning and movements, and hand
gesture. After watching the videos, the researcher found the types of oral
corrective feedback used by English teacher is recast and repetition.
38
1) Teacher A
a. Observation I
In class X2 teacher gives feedback to the student when the
student dialogue performance. Based on the types of teacher oral
corrective feedback according Ellis (2009:9), teacher used recast in
correcting students in dialogue performance. In recast teacher does not
use phrases such as you mean or you should say. Teacher focuses on
one word and grammatical modification.
It can be seen in the dialogue below:
Student A : Hey, what‟s up?
Student B : Nothing really.
Student A : I‟m throwing a party on Friday.
Student B : I did I . . .
Teacher : I didn‟t
Student B : I didn‟t realize /rilij/ that.
Teacher : Realize /ri:ǝlaiz/.
Student B : I didn‟t realize /ri:ǝlaiz/ that.
Student A : You did not?
Student B : Nobody has told me anything about your party.
Student A : Did you want to go?
Student B : When does it start?
Student A : At 8:00 p.m
Student B : I will be there.
Student A : Thank you.
39
In the dialogue above, teacher used recast as oral corrective
feedback on student utterance to correct the student speaking. It can
indicate because teacher only focuses to one word student utterance.
The teacher directly changes the word into the correct form. In the
dialogue, the student B utterance realize /rilij/ that directly changed by
the teacher by saying Realize /ri:ǝlaiz/. It means that teacher directly
changes student utterance without directly indicating that the student‟s
utterance was incorrect. So, with the characteristic above it can
conclude that the teacher used recast in correcting student dialogue
performance.
In class X1 teacher also used oral corrective feedback in
correcting student in dialogue performance. Teacher used recast in
correcting student when student performance. According to Ellis
(2009:9), recast is the teacher feedback without directly indicating that
the student‟s utterance was incorrect. The teacher implicitly
reformulates the student‟s error, or provides the correction. Teacher
does not use phrases such as you mean or you should say. Teachers
focus on one word and grammatical modification.
It can be seen in the dialogue below:
Student A : Hi Rafiul. They will be a great film tonight.
Teacher : There will be
40
Student A : There will be a great film tonight. Would you like to
go to the movie with me?
Teacher : It‟s about . . . .?
Student A : It‟s about vampire. Would you like to go to the movie
with me?
Student B : Yes, I‟d like to very much. When will you pick me
up?
Student A : I‟ll pick you at 07.00. Be ready. Ok!
Student B : Alright
In the dialogue above teacher also used recast in correcting
student performance. Teacher focuses on one word and grammatical
modification. In the dialogue above teacher focuses on grammatical
modification. When the student A said They will be a great film
tonight which of the sentence were incorrect in that case, the teacher
implicitly corrected become There will be a great film tonight. It caan
see the student incorrect in pronounce word they. Actually the teacher
asked the student to make a dialogue, after that, the students performs
the dialogue in front of the class. In the students script, they wrote
there will be a great film tonight, but in performs the student
pronounce they will be a great film tonight. So, the student incorrect in
used subject in the sentence. The teacher directly changed to the
correct one. So, with that characteristic can identify the teacher used
recast in correcting student performance because teacher changed
41
directly student utterance without directly indicating that the student‟s
utterance was incorrect.
b. Observation II
In the second observation on class X1, the researcher found the
teacher still used recast as an oral corrective feedback on student
dialogue performance. According to Ellis (2009:9), in recast teacher
does not use phrases such as you mean or you should say. Teacher
focuses on one word and grammatical modification.
It can be seen in the dialogue below:
Student A : Are you doing anything tonight?
Student B : Not really. Why?
Student A : I‟m to go a movie tonight
Teacher : I‟m going to a movie tonight.
Student A : I‟m going to a movie tonight. I wonder if you want
Teacher : To come with me?
Student A : I‟m going to a movie tonight. I wonder if you want to
come with me?
Student B : No, thanks. I don‟t like movie.
Student A : How about dinner? My mother is going to go to
Jakarta with my father tonight. I can‟t /ken-not/ cook.
Teacher : I can‟t /kǣnt/ cook.
Student A : I can‟t /kǣnt/ cook.
Student B : Oh, sure. Sound good.
42
Student A : Okay. I‟ll pick you up at your house at seven.
Student B : Okay, see you then.
In the dialogue above, teacher focuses on one word student
utterance. Teacher directly changes student utterance without
directly indicating that the student‟s utterance was incorrect. For
example, student A said I can‟t /ken-not/ cook, teacher directly
gives correction to the utterance with saying I can‟t /kǣn/) cook. It
called recast because the teacher used the characteristic that identify
the teacher used recast. According to Ellis (2009:9), recast is the
teacher feedback without directly indicating that the student‟s
utterance was incorrect. The teacher implicitly reformulates the
student‟s error, or provides the correction. Teacher does not use
phrases such as you mean or you should say. Teachers focus on one
word and grammatical modification. In the dialogue above teacher
focuses on one word student utterance and directly correct it into
the correct form. So, in the dialogue above teacher used recast in
correcting student utterance in dialogue performance.
In the second observation on class X2, the researcher found
the teacher still used the same types of oral corrective feedback.
The type is recast. In this observation the teacher still focuses to one
word student utterance and directly changes it to the correct form.
43
Teacher does not asks the student or tell the student if the utterance
was incorrect.
It can be seen in the dialogue below:
Student A : Hello
Student B : Hi, Aura. This is Tika
Student A : Hi, how are you?
Student B : Alright, thanks.
Student A : Would you like to go out tonight?
Student B : Sorry, I can‟t /kent/.
Teacher : Sorry, I can‟t /kǣnt/.
Student B : Sorry, I can‟t /keint/.
Teacher : Sorry, I can‟t /kǣnt/.
Student B : Sorry, I can‟t /keint/.
Teacher : Sorry, I can‟t /kǣnt/.
Student B : Sorry, I can‟t /kǣnt/. I have many matters to settle
down.
Student A : Well, how about tomorrow night? Are you still busy?
Student B : I guess /gues/ not.
Teacher : I guess /ges/ not.
Student B : I guess /ges/ not.
Student A : Well, would you like to go to a concert?
Student B : Sure, I‟d love to.
Student A : Ok. Thank you.
44
In the dialogue above, there are no another types of oral
corrective feedback used by the teacher in this second observation
in class X1. In the dialogue above teacher used recast in correcting
student utterance. It can see from the teacher correction only
focuses to one word student utterance. For example, student B said
Sorry, I can‟t /kent/, then teacher directly correct became Sorry, I
can‟t /kǣnt/, but student B still repeats the error utterance until
twice with saying Sorry, I can‟t /keint/, and then teacher correct
again with saying Sorry, I can‟t /kǣnt/, until the student correct in
their utterance. After that, still in the dialogue above, student B has
incorrect utterance again with saying I guess /gues/ not, teacher
directly changes with I guess /ges/ not. With those examples it can
identify the teacher used recast in correcting student utterance in
their performance. Teacher directly changes to the correct form
without indicating the student was incorrect in their utterance.
c. Observation III
In the third observation on class X1, teacher also used recast as
oral corrective feedback in correcting student utterance in speaking
performance. Student still incorrect in their utterance and teacher
directly corrected student utterance into the correct form without
indicated the student was incorrect.
45
It can be seen in the dialogue below:
Student A : Hello Tika
Student B : Hello Yuni
Student A : What are you doing?
Student B : I‟m reading a novel.
Student A : Can you come to my birthday party tomorrow?
Student B : Of course, I can /kant/. Thanks for the invitation.
Teacher : I can /ken/.
Student B : Of course, I can /ken/. Thanks for the invitation.
Student A : You are welcome.
In the dialogue above, it can see the teacher used recast again
in corrected student utterance. The teacher found the student was
incorrect in pronounced can, Student B says I can /kant/, student
utterance /kant/ was incorrect, the teacher not asked the student the
correct pronounce but the teacher directly corrected it by saying I can
/ken/. And the student repeats the teacher with saying the correct
utterance. In this case, the teacher does not high her intonation in
student utterance error to indicate the student was incorrect or asks the
student to revise it. It called recast because the teacher only focuses on
one word student utterance without indicating the student incorrect in
their utterance. Teacher also not asked the student is it the utterance is
46
correct or not. So, the teacher used recast in correcting student
utterance in dialogue performance.
In the third observation on class X2, teacher used recast.
Teacher used recast in correcting student utterance with directly
changes the incorrect utterance into the correct utterance without
indicated the student was incorrect in their utterance. Teacher does not
ask the student what are the correct one but directly changes it to the
correct one.
It can be seen in the dialogue below:
Student A : I have a dream . . . a song to sing.
Student B : Hi, Brigit! It must be west life ( lef) song.
Teacher : West life ( laif) song.
Student B : It must be west life ( laif) song.
Student A : One hundred for you! I plan to watch west life concert
tonight. Why don‟t you join me?
Student B : Wow . . . that‟s a great idea.
Student A : Of course.
In the third observation, teacher also used recast in corrected
students‟ utterance. The student utterance “It must be west life ( lef)
song”, teacher directly corrected by saying “West life ( laif) song”. It
is indicated that the teacher did not tell the incorrect one, but directly
47
say the correct one by repeating them by directly changed them with
the correct one. So, it called recast as oral corrective feedback used by
the teacher in correcting student utterance in dialogue performance.
Teacher does not use phrases such as you mean or you should say.
Teachers focus on one word and grammatical modification. So, it
related with the characteristic of recast by Ellis (2009:9). In
conclusion, teacher used recast in correcting student utterance in
dialogue performance.
2) Teacher B
a. Observation I
In the class, teacher gives oral corrective feedback to the
student when dialogue performance. Based on the types of teacher oral
corrective feedback according Ellis (2009:9), teacher used recast and
repetition in correcting students in dialogue performance. In recast
teacher does not use phrases such as you mean or you should say.
Teacher focuses on one word and grammatical modification. And in
repetition the teacher repeats the learner utterance highlighting the
error by means of emphatic stress. Teacher adjusts their intonation so
as to highlight the error.
It can be seen in the dialogue below:
Student A : Hi Iqbal, what‟s up? /wasap/. You look so sad.
48
Teacher : /wasap/?
Student A : Hi Iqbal, what‟s up? /wasap/.
Teacher : What‟s up. /wat’s ap/.
Student A : Hi Iqbal, what‟s up? /wat’s ap/. You look so sad.
Student B : It is killing me.
Student A : Why?
Student B : I‟m really so sad because I‟m broken heart.
Student A : Ouch it is really painful.
In the dialogue above, teacher used repetition and recast as oral
corrective feedback on student utterance to correct the student
speaking. It can indicate because teacher only focuses to one word
student utterance. The teacher directly changes the word into the
correct form. In the dialogue, the student A utterance what‟s up?
/wat’s ap/. Teacher repeat student utterance what‟s up? /wat’s ap/ by
highlight the utterance to indicate the student was error in pronounce
what‟s up?. But, students not revise the utterance and repeat again the
incorrect utterance. After that, teacher directly changed by saying
what‟s up. /wat’s ap/. It means that teacher directly changes student
utterance without directly indicating that the student‟s utterance was
incorrect. So, with the characteristic above it can conclude that the
teacher used recast in correcting student dialogue performance. So, in
49
the dialogue above the teacher used two types of oral corrective
feedback. They are repetition and recast.
In the other student performances, teacher also used oral
corrective feedback in correcting student in dialogue performance.
Teacher used recast in correcting student when student performance.
According to Ellis (2009:9), recast is the teacher feedback without
directly indicating that the student‟s utterance was incorrect. The
teacher implicitly reformulates the student‟s error, or provides the
correction. Teacher does not use phrases such as you mean or you
should say. Teachers focus on one word and grammatical
modification.
It can be seen in the dialogue below:
Student A : Do you bring a food?
Student B : Yes I bring a food.
Student C : No, I don‟t bring a food.
Student B : Do you want to try my food?
Student A : Yes, I want to try /trei/ your food.
Teacher : I want to try /traI/
Student A : Yes, I want to try /traI/ your food.
Student C : I like it.
Student B : Really?
Student A : Yeah, that‟s good
50
Student C : Fantastic, so yummy
Student B : I‟m so happy.
In the dialogue above teacher also used recast in correcting
student performance. Teacher focuses on one word and grammatical
modification. In the dialogue above teacher focuses on student
pronunciation error. In the dialogue above the students have one
pronounce error. it can see when the student A said I want to try /trei/
your food which of the sentence were incorrect in that case, the teacher
implicitly corrected become I want to try /traI/. And then, the student
pronounced the correct utterance. It can see the student incorrect in
pronounce word try. The teacher directly changed to the correct one.
So, with that characteristic can identify the teacher used recast in
correcting student performance because teacher changed directly
student utterance without directly indicating that the student‟s
utterance was incorrect.
b. Observation II
In observation II, after teacher repeat the material that has been
explained last week to remember the student about the material, the
teacher asked the students some questions related to the topic. After
that, teacher asked the students to make a short conversation and
perform in front of the class. In student dialogue performance, teacher
51
gives oral corrective feedback to corrected students utterance. The
first, teacher used repetition with gives the high intonation to the
student utterance, but the students still incorrect in pronounce it, so
teacher used recast with directly give the correct form to the students.
It can be seen in the dialogue below:
Student A : Tika, how is your new job? Do you like it?
Student B : No, it doesn‟t seem like what I imagine /imagin/
before, how about you?
Teacher : /imagin/?
Student B : /imagin/
Teacher : /I’mǣdƷIn/
Student B : No, it doesn‟t seem like what I imagine /I’mǣdƷIn/
before, how about you?
Student A : I‟m delighted! My boss is very kind person. appreciate
my work even though it is bad.
Student B : You are a lucky girl.
In the dialogue above, it can see the student incorrect in
pronounce imagine, and the teacher repeat the student incorrect
utterance with highlight the intonation when saying imagine. It‟s mean
that teacher used repetition in correcting that utterance. It can know
because repetition is the teacher repeats the learner utterance
highlighting the error by means of emphatic stress. In other word,
teacher adjusts their intonation so as to highlight the error. But, after
the teacher repeat the student incorrect utterance, the students still
52
pronounced it in incorrect utterance, so, the teacher directly gives the
correct utterance to the students with saying /I’mǣdƷIn/. Directly
changed the student utterance with the correct one it calls recast.
According to Ellis (2009), recast is the teacher incorporates the content
words of the immediately preceding incorrect utterance and changes
and corrects the utterance in some way. Teacher does not use phrases
such as you mean or you should say. Teachers focus on one word and
grammatical modification.
In the other student performances, teacher also used recast and
repetition in corrected student incorrect utterance.
It can be seen in the dialogue below:
Student A : I‟m very worried /wor it/ that it will be rain tomorrow.
I don‟t have an umbrella.
Teacher : I‟m very worried /’wɅrid/
Student A : I‟m very worried /’wɅrid/ that it will be rain
tomorrow. I don‟t have an /an/ umbrella.
Teacher : I don‟t have an /ǝn/ umbrella.
Student A : I don‟t have an /ǝn/ umbrella.
Student B :Don‟t worry, it will be sunny tomorrow. I saw the
weather forecast for tomorrow. And it will turn out
good.
Student C : Oh, what‟s a relief /relif/
Teacher : What‟s a relief /relif/?
Student C : What‟s a relief /relif/
53
Teacher : What‟s a relief /rI’li:f/
Student C : What‟s a relief /rI’li:f/
In the dialogue above, teacher also used recast and repetition in
corrected student utterance. The student incorrect in pronounce
worried, an and relief. The first, when the student incorrect in
pronounce worried with saying /wor it/, the teacher directly changed
that incorrect utterance with saying worried /’wɅrid/. When the
teacher directly changed with gives the correct utterance without
indicating the student was incorrect it calls recast. Based on the theory
adopted by Ellis recast is the teacher incorporates the content words of
the immediately preceding incorrect utterance and changes and
corrects the utterance in some way. Teacher does not use phrases such
as you mean or you should say. Teachers focus on one word and
grammatical modification. So, recast is the first types of oral
corrective feedback used in the dialogue above. But still in the
dialogue above, the student still have incorrect utterance in saying an
/an/. Teacher also directly changed to the correct utterance with saying
an /ǝn/. So, the teacher also used recast. When the student said relief
/relif/, teacher repeated the student utterance with saying relief /rI’li:f/
in high intonation. The teacher asked the student with repeat that word
in highlight intonation. When the teacher repeat the student incorrect
utterance and use the high intonation it called repetition. Repetition is
54
the teacher repeats the learner utterance highlighting the error by
means of emphatic stress. In other word, teacher adjusts their
intonation so as to highlight the error. So, the second types of oral
corrective feedback used by the teacher in corrected student utterance
in dialogue above is repetition
c. Observation III
In observation III, teacher gives oral corrective feedback to the
student when dialogue performance. Based on the types of teacher oral
corrective feedback according Ellis (2009:9), teacher used recast and
in correcting students in dialogue performance. In recast teacher does
not use phrases such as you mean or you should say. Teacher focuses
on one word and grammatical modification.
It can be seen in the dialogue below:
Student A : Hello, whom I am speaking to?
Student B : Hello, I am Intan
Student A : Anything I could do Intan?
Student B : I just wanna say many thanks for you
Student A : For what Intan?
Student B : It is about your gift /gef/. I have opened it and I really
love it.
Teacher : /gIft/
Student B : /gIft/. It is about your gift /gIft/. I have opened it and I
really love it.
55
Student A : I am so happy to hear that. I hope it will be useful for
you.
Student B : It is so useful for me. It is my pleasure to call you
Intan. See you soon.
It can be seen in dialogue above teacher used recast in
correcting student utterance in dialogue performance. Recast is the
teacher feedback without directly indicating that the student‟s
utterance was incorrect. The teacher implicitly reformulates the
student‟s error, or provides the correction. Teacher does not use
phrases such as you mean or you should say. Teachers focus on one
word and grammatical modification. In the dialogue, student B
incorrect in pronounced gift, the student said It is about your gift /gef/.
After listen that incorrect utterance, the teacher directly changed the
student incorrect utterance by saying gift /gIft/. The teacher not
indicated the student was incorrect in the utterance. The teacher only
focused to the student one word utterance. It means that teacher
directly changed, so it called recast.
In conclusion, teacher B used different types of teacher oral
corrective feedback. In the observation I, II, and III the researcher
found the teacher used two types of teacher oral corrective feedback.
The feedback was recast and repetition. It can know the teacher used
recast because teacher directly changed with the correct utterance and
56
only focused to one word student utterance. According to Ellis (2009)
recast is the teacher feedback without directly indicating that the
student‟s utterance was incorrect. The teacher implicitly reformulates
the student‟s error, or provides the correction. Teacher does not use
phrases such as you mean or you should say. Teachers focus on one
word and grammatical modification. For example, when the student
utterances, What‟s up. /wasap/. . . I want to try /trei/ your food . . .
imagine /imagin/. . . I‟m very worried /wor it/ . . . I don‟t have an /an/
umbrella . . .teacher directly changed by saying What‟s up. /wat’s ap/.
. . I want to try /traI/ your food . . . imagine /I’mǣdƷIn/. . . I‟m very
worried /’wɅrid/. . . I don‟t have an /ǝn/ umbrella. In repetition, the
teachers highlight the utterance to the student utterance. The teacher
repeats the learner utterance highlighting the error by means of
emphatic stress. In other word, teacher adjusts their intonation so as to
highlight the error. For example, imagine /imagine/? . . . what‟s relief
/relif/?. Teacher repeated the student utterance with high intonation to
invite the student to changes to the correct utterance. So, it can
conclude teacher B used recast and repetition in correcting student
utterance in dialogue performances.
57
2. Types of Oral Corrective Feedback (from observation checklist and
field notes)
The observation checklist and field notes has purposes to find out
the types of oral corrective feedback used by the English teacher at Senior
High School PGRI 1 Padang. In observation checklist and field notes the
researcher wrote checklist and field note related to the indicators of oral
corrective feedback types. For example, the researcher wrote the teacher
directly change students utterance such as student utterance in pronounced
/rilij/ so teacher directly changed with /ri:ǝlaiz/, so, the researcher
checklist the column of recast in observation checklist. Then, the teacher
repeat the student utterance like /imagin/?, the researcher wrote that in
field notes and checklist the column repetition in observation checklist.
The result of observation checklist and field notes from the English
teacher who were observed was recast and repetition. The teacher used
recast and repetition in corrected student utterance directly with the
correct form. The teacher directly corrected the student utterance without
indicating the student utterance was incorrect. And teacher repeats the
student error to tell the student they were incorrect.
In the observation, the teacher focuses on one word student
utterance and grammatical modification. In recast the teacher gives the
correct form without asked the student about their utterance is correct or
58
not. So, the teacher used recast and repetition in corrected student
utterance in dialogue performance. The conclusion of observation
checklist and field notes the researcher found both of teacher used recast
and repetition.
3. Types of Oral Corrective Feedback (from interview)
The researcher did interview to support the data from observation.
The researcher used non structural interview whereas the question of the
interview could be elaborated based on the interview answer. There were
two teachers who had interviewed each teacher in different time. In
interview section, the researcher asked the question, and gave the next
question based on the teacher answer. Based on the interview with teacher
A who teach at tenth grade usually used direct feedback with using recast
to the student because teacher A believe that student at tenth grade who
performed in front of the class have a big confident, and to avoid that
teacher A very appreciated it with directly give feedback if student
incorrect in their utterance so, the student does not anxiety with their
performance without think about teacher question when their performs.
Based on the interview with teacher B who teach at eleventh grade,
the teacher choose the feedback related to the student when their
performed. It can be the student incorrect in their utterance, grammar or
59
lexical. In the classroom teacher B mostly repeat student utterance and
directly change to the correct one.
After did the interview, the researcher got the result that the
teachers used oral corrective feedback on student dialogue performance in
different ways based on the students themselves. The teachers mostly
corrected the pronunciation of student performances, and the other was
seldom to be corrected. Teacher A used recast in correcting student
utterance in dialogue performance, and teacher B used recast and
repetition in corrected student utterance in performance.
C. Findings
The purposes of this research to analyzed the types of oral corrective
feedback on students‟ dialogue performance. In this case, the researcher
wanted to know the types of oral corrective feedback used by the teacher on
students‟ dialogue performance at Senior High School PGRI 1 Padang. This
purpose can answer the research question “what are types of oral corrective
feedback used by the teacher on students‟ dialogue performance”. Based on
the data above, the researcher found types of oral corrective feedback used by
the English teacher on students‟ dialogue performances at Senior High School
PGRI 1 Padang. The researcher found the oral corrective feedback used by
English teacher at this school was recast and repetition. It can be seen from
the table below:
60
No Participants
Types of Oral
Corrective
Feedback
Utterances
1 Teacher A Recast Student : I didn‟t realize
(rilij) that.
Teacher : Realize ( ri:ǝlaiz).
Student : I didn‟t realize (
ri:ǝlaiz) that.
Student : Hi Rafiul. They will
be a great film tonight.
Teacher: There will be
Student : There will be a great
film tonight. Would you like to go
to the movie with me?
Student : How about dinner?
My mother is going to go to
Jakarta with my father tonight. I
can‟t (ken-not) cook.
Teacher : I can‟t (kǣnt) cook.
Student : I can‟t (kǣnt) cook.
Student : Sorry, I can‟t
(kent).
Teacher: Sorry, I can‟t (kǣnt).
Student : I guess (gues) not.
Teacher: I guess (ges) not.
Student : Of course, I can
(kant). Thanks for the invitation.
Teacher : I can (ken).
Student : Hi, Brigit! It must be
west life ( lef) song.
61
Teacher : West life ( laif)
song.
Student : It must be west life (
laif) song.
2
Teacher B
Recast
Student A : Hi Iqbal, what‟s up?
/wasap/.
Teacher : What‟s up. /wat’s
ap/.
Student A : Hi Iqbal, what‟s up?
/wat’s ap/. You look so sad.
Student A : Yes, I want to try
/trei/ your food.
Teacher : I want to try /traI/
Student A : Yes, I want to try
/traI/your food.
Student B : /imagin/
Teacher : /I’mǣdƷIn/
Student B : No, it doesn‟t seem
like what I imagine /I’mǣdƷIn/
before, how about you?
Student A : I‟m very worried
/wor it/ that it will be rain
tomorrow. I don‟t have an
umbrella.
Teacher : I‟m very worried
/’wɅrid/.
Student A : I‟m very worried
/’wɅrid/ that it will be rain
tomorrow. I don‟t have an /an/
umbrella.
Teacher : I don‟t have an /ǝn/
62
umbrella.
Student A : I don‟t have an /ǝn/
umbrella.
Student C : What‟s a relief
/relif/
Teacher : What‟s a relief
/rI’li:f/
Student C : What‟s a relief
/rI’li:f/
Student B : It is about your gift
/gef/. I have opened it and I really
love it.
Teacher : /gIft/
Student B : /gIft/. It is about
your gift /gIft/. I have opened it
and I really love it.
Repetition Student A : Hi Iqbal, what‟s up?
/wasap/. You look so sad.
Teacher : /wasap/?
Student B : No, it doesn‟t seem
like what I imagine /imagine/
before, how about you?
Teacher : /imagin/?
Student C : Oh, what‟s a relief
/relif/
Teacher : What‟s a relief
/relif/?
After analyzed the data from the table above, the types of oral
feedback used by the English teacher at Senior High School Padang was
63
recast and repetition. Based on the data analysis above, the researcher had the
finding that recast was used by the teacher A were: The students utterance
realize (rilij) that directly changed by the teacher by saying Realize ( ri:ǝlaiz).
It also did to the sentences They will be a great film tonight which of the
sentence were incorrect in that case, the teacher implicitly corrected become
There will be a great film tonight. The student utterance I can‟t (ken-not)
cook, Sorry, I can‟t (kent), Sorry, I can‟t (keint). Then teacher directly
changed by saying Sorry, I can‟t (kǣnt). Then the sentence I guess (gues) not,
teacher changed by I guess (ges) not. The student utterance Of course, I can
(kant), directly changed by the teacher with saying I can (ken). It also did in
other words It must be west life ( lef) song, teacher directly corrected by
saying West life ( laif) song. These utterances when the students made error in
their spelling, grammar, pronunciation and the sentence of the students were
not complete the teacher used recast to correct them.
The researcher had the finding recast and repetition used by teacher B
in correcting student utterance. The oral corrective feedback:
a. Recast
Recast is the teacher feedback without directly indicating that the
student‟s utterance was incorrect. The teacher implicitly reformulates the
student‟s error, or provides the correction. Teacher does not use phrases
such as you mean or you should say. Teachers focus on one word and
64
grammatical modification. The student utterances: Hi Iqbal, what‟s up?
/wasap/ directly changed by the teacher by saying what‟s up. /wat’s ap/.
And student revised with saying Hi Iqbal, what‟s up? /wat’s ap/. You
look so sad. It also did to the sentence Yes, I want to try /trei/ your food.
In that case the student incorrect in pronounce try with saying /trei/. It
also directly changed by the teacher with saying I want to try /traI/ and
repeat by the student with saying Yes, I want to try /traI/ your food. Other
incorrect utterances when the student says /imagin/ and directly changed
by the teacher with saying the correct pronunciation /I’mǣdƷIn/ and
student revised with saying No, it doesn‟t seem like what I imagine
/I’mǣdƷIn/ before, how about you?. It also did to the word worried /wor
it/ and an /an/ and directly changed the teacher by saying worried
/’wɅrid/ and an /ǝn/ and the student revise the utterance to the correct
pronounces. The other incorrect pronounced What‟s a relief /relif/ and
teacher also directly changed by saying What‟s a relief /rI’li:f/. After
corrected by the teacher, the student revise and repeat and then saying
What‟s a relief /rI’li:f/. The last student utterances It is about your gift
/gef/. And teacher gave the example in correct pronounced /gIft/. And
students changed with saying /gIft/. It is about your gift /gIft/.
65
b. Repetition
In repetition, the teachers highlight the utterance to the student
utterance. The teacher repeats the learner utterance highlighting the error
by means of emphatic stress. In other word, teacher adjusts their
intonation so as to highlight the error. The student utterances: Hi Iqbal,
what‟s up? /wasap/. You look so sad. In that case, the student incorrect
pronounced what‟s up? /wasap/. And teacher repeat student utterance
with saying the correct pronunciation /wasap/?. it also did to the sentence
No, it doesn‟t seem like what I imagine /imagin/ before, how about you?.
In that case, the student incorrect in pronounced imagine /imagin/, then,
the teacher repeat the student incorrect pronounced with saying
/imagin/?. The last incorrect utterance Oh, what‟s a relief /relif/. The
student incorrect in pronounced relief /relif/. Then, the teacher repeat the
student incorrect pronunciation by saying What‟s a relief /relif/?. It
means that the teacher repeat the student utterance, so it can conclude the
teacher used repetition as the types of oral corrective feedback on student
dialogue performances.
D. Discussion
Based on the data analysis and findings, the English teacher at Senior
High School PGRI 1 Padang used recast and repetition as oral corrective
feedback in correcting students‟ utterance in dialogue performance. Based on
66
the indicator used by the researcher adapted from Ellis (2009:9), recast is the
corrector incorporates the content word of the immediately preceding
incorrect utterance and changes and corrects the utterance in some way.
Teacher does not use phrases such as you mean or you should say, teacher
focus on one word and grammatical modification. And repetition is teacher
repeats the learner utterance highlighting the error by means of emphatic
stress. Teacher adjusts their intonation so as to highlight the error.
a. Recast
Rydahal (2005) showed that recast is the most oral feedback. It
means that in correcting student utterance, the teacher mostly used recast
to revise student incorrect utterance. According to Mosa (2010), a
considerable number of teachers have heard that recasts a type of
feedback that involves reformulating the student‟s error into the correct
form, is the most appropriate one, especially because it may decrease
students‟ anxiety. In other word to solve the students anxiety when
performs the teacher directly reformulated students error. when the
students performs and have incorrect utterance, it will make the students
anxiety, and if the teacher not react that fast, it will make the student
forget what they will say after that.
In Jabbari study (2012:145), in the case of recasts, classroom
learners, whether they are given the opportunity to repeat or not, are less
actively engaged insofar as there is little evidence that they can actually
67
notice the gap between their initial use of non target forms and the
teacher‟s reformulation. It means teacher give the opportunity to the
students to repeat, but the students not active and mostly repeat the
incorrect utterance, so, to solve that problem the teacher directly give the
reformulation of the student utterance. The other reason mentioned by
teachers for their choice of recast as corrective feedback was that they
preferred less intimidating feedback for the learner. To lack the time of
performance in front of the class the teacher used recast in correcting
student utterance.
For example, The students utterance realize (rilij) that directly
changed by the teacher by saying Realize (ri:ǝlaiz). The teacher focuses
on word realize and directly changes the students utterance into the
correct form. It also did to the sentences They will be a great film
tonight which of the sentence were incorrect in that case, the teacher
implicitly corrected become There will be a great film tonight. The
student utterances: Hi Iqbal, what‟s up? /wasap/ directly changed by the
teacher by saying what‟s up. /wat’s ap/. And student revised with saying
Hi Iqbal, what‟s up? /wat’s ap/. You look so sad. It also did to the
sentence Yes, I want to try /trei/ your food. In that case the student
incorrect in pronounce try with saying /trei/. It also directly changed by
the teacher with saying I want to try /traI/ and repeat by the student with
saying Yes, I want to try /traI/ your food. Other incorrect utterances
68
when the student says /imagin/ and directly changed by the teacher with
saying the correct pronunciation /I’mǣdƷIn/ and student revised with
saying No, it doesn‟t seem like what I imagine /I’mǣdƷIn/ before, how
about you?. It also did to the word worried /wor it/ and an /an/ and
directly changed the teacher by saying worried /’wɅrid/ and an /ǝn/ and
the student revise the utterance to the correct pronounces. The other
incorrect pronounced What‟s a relief /relif/ and teacher also directly
changed by saying What‟s a relief /rI’li:f/. After corrected by the teacher,
the student revise and repeat and then saying What‟s a relief /rI’li:f/. The
last student utterances It is about your gift /gef/. And teacher gave the
example in correct pronounced /gIft/. And students changed with saying
/gIft/. It is about your gift /gIft/. Teacher focuses on grammatical
modification and directly changes to the correct grammatical without
asks the students what are the correct grammar. So, it indicated that the
teacher uses recast in corrects students in dialogue performances.
b. Repetition
Repetition is the teacher repeat the student error. But different
with recast, repetition is the teacher repeat without reformulate to the
correct form. It considered to more beneficial and effective for students‟
learning and increases students‟ critical thinking ability. It means that
with repetition, the student will think about the correct form to achieve
the answer of teacher asked to the student when repeat the student
69
utterance. According to Dabaghi (2010:188), When repetition is used as
a correction technique in class, it positively affects the result of the tests,
which means the student learn better and achieve what they are expected
to achieve. When the students fails in choosing the correct word or
pronouncing it, it will possible the student to make him/her aware of the
incorrect pronunciation when the incorrect word repeat by the teacher.
For example, the student utterances: Hi Iqbal, what‟s up?
/wasap/. You look so sad. In that case, the student incorrect pronounced
what‟s up? /wasap/. And teacher repeat student utterance with saying the
correct pronunciation /wasap/?. it also did to the sentence No, it doesn‟t
seem like what I imagine /imagin/ before, how about you?. In that case,
the student incorrect in pronounced imagine /imagin/, then, the teacher
repeat the student incorrect pronounced with saying /imagin/?. The last
incorrect utterance Oh, what‟s a relief /relif/. The student incorrect in
pronounced relief /relif/. Then, the teacher repeat the student incorrect
pronunciation by saying What‟s a relief /relif/?.
In observation, the researcher did not find another characteristics that
can be used by the teacher to indicate the teacher uses another types, for
example, if the teacher uses what, pardon me, or excuse me to indicate that the
teacher not understand and suggest the students‟ to repeat again, it indicate
that the teacher uses clarification request as the way in give correction to the
students. After that, if the students has error and the teacher say you should
70
say or we say then give the correct form, it indicate that the teacher uses
explicit correction in correcting students error. If the teacher uses no, not that
when the student has error in dialogue performances, it means that the teacher
uses elicitation to correct the student error in dialogue performances. The last,
if the students has error and the teacher just uses facial expression or gestures
to tell that the students has error, it is means that the teacher uses
paralinguistic signal to correcting students error.
Teacher A uses recast and teacher B uses recast and repetition in
correcting students‟ utterance when dialogue performance. Edith, Rosario, &
Griselda (2010), also found repetition and recast are often used by teachers in
providing feedback. It caused the students‟ only has error in their
pronunciation, so the teacher just focuses to the one word students‟ error and
directly correct it. Teacher does not uses another types of oral corrective
feedback because the students‟ almost error in their utterance. It also caused
the students‟ does not has mistakes in using tenses when dialogue
performance, so the teacher only focuses on students‟ pronunciation error.
Teacher corrects the students‟ error directly when the students‟ dialogue
performance. So, it indicated the teacher used recast and repetition as oral
corrective feedback on students‟ dialogue performance.
Noruzi Azar‟s (2012) study investigated whether teacher‟s feedback is
effective in promoting student‟s oral performance. With giving the feedback to
the students it will increase student to improve their performance for the next.
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It can be said effective because when the student performs in front of the class
and has the mistakes or error, it will correct by the teacher directly. This
activity will remember by the student to remind their mistakes and revise it to
the correct form. So, it can effective to promoting students when students oral
performance.
In conclusion, interaction between students‟ and teacher in responses
students‟ utterance in dialogue performance run well especially when
students‟ was incorrect, teacher not keep silent about the students‟ error, but
teacher directly changed by corrects it. Based on the discussion above, can
conclude that the students‟ understand and get the point of what the teacher
said and the teacher has good way in delivered it, so, the goals of teaching and
learning process can be achieved at that time. By using oral corrective
feedback, it means that the teacher has known how to uses oral corrective
feedback when the students‟ was incorrect based on the students‟ need. In
short, the teachers‟ has known about oral feedback and when to use it in
appropriately. Oral corrective feedback can use based on students‟ error and
teacher can use oral correctives feedback appropriately based on situation and
condition.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Oral corrective feedback is teacher correction or response to the
learner utterances containing an error directly when student have mistake or
error and teacher gives information to the student to revise their mistakes or
error. Students can improve their knowledge based on teacher correction on
their mistakes. So, the student can improve their performance with the
correction. There are six types of oral corrective feedback. They are recast,
repetition, clarification request, explicit correction, elicitation, and
paralinguistic signal. Oral corrective feedback can be used in correcting
students‟ grammar, utterance, pronunciation, word choice, and others
performance and it can improve students‟ in the next performance in learning
English.
Based on the research question of the research “what are types of oral
corrective feedback used by the teacher on students‟ dialogue performance at
Senior High School PRGI 1 Padang“, the researcher formulated the
conclusion into the types of oral corrective feedback used by English teachers‟
on students‟ dialogue performance at Senior High School PGRI 1 Padang are
teacher A used recast and teacher B used recast and repetition. Recast is the
corrector incorporates the content words of the immediately preceding
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incorrect utterance and changes and corrects the utterance in some way.
Repetition is the corrector repeats the learner utterance highlighting the error
by means of emphatic stress. Teacher adjusts their intonation so as to
highlight the error. This type used by English teachers‟ to correcting students‟
in grammar, utterance, and pronunciation. It can improve students‟ in their
next performances.
B. Suggestion
After doing the observation in the field and analyzing the collected
data, the researcher states insightful suggestions at this point. The researcher
suggests all of English teachers‟ to know about the characteristic of students‟
error or mistake in dialogue performance. It is important to identify the
students‟ error to give the feedback about it. Then, by identifying the students‟
error, the teachers‟ can use the feedback on students‟ speaking performance. If
the teachers‟ is known the types of feedback in students‟ dialogue
performance, the teacher can know the better feedback that should be given in
teaching activity especially when students‟ dialogue performances. With this
feedback, the English teacher will know about the students‟ ability or
achievement which the teachers‟ oral feedback or attention with giving oral
corrective feedback to the students‟ dialogue performance.
Then, for the reader and the next researcher, this research can give the
advantages to do the new research. After reading this research, the next
researcher can find the new idea and this research also can be the sources to
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continue the research. After the next researcher knows about what are the
types of teachers' oral corrective feedback on students‟ dialogue
performances, the next researcher can do the research about students‟ attitude
when the teachers‟ gives oral corrective feedback or what are the effects to the
students after the teachers‟ gives oral corrective feedback.
75
REFERENCES
Askew, S. Feedback for Learning. London: RoutledgeFalmer. (2000). Print.
Brookhart, Susan M. How to Give Effective Feedback to Your Students. New York:
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Approaches. New York: Cambridge University. (2009). Print.
Ellis, R. Researching the Effects of Form-Focused Instruction on L2 acquisition.
AILA Review 19, (2006): 18-41. Print.
Ellis, R. Corrective Feedback and Teacher Development. L2 Journal, 1, (2009): 3-13.
Print.
Faqeih et al. Oral Corrective Feedback and Learning of English Modals. Open
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(2014). Print.
Gay, L. R and Airasian p. Educational Research Competences for Analysis and
Application. New Jersey: Prentice hall Inc. (2000). Print.
Gay, L. R., Mills, G. E., & Airasian, P. W. Educational Research: Competencies for
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Mila, R. & Mayo, M. P. G. Corrective Feedback Episodes in Oral Interaction: A
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English Studies. University of Murcia: Ijes. (2013). Print.
Rahimi, M. & Sobhani, A. Teachers‟ Different Types of Feedback on Iranian EFL
learners‟ Speaking Errors and Their Impact on the Students‟ Uptake of The
Correct Forms. Research Papers in Language Teaching and Learning.
Holonic Open University: ISSN. (2015). Print.
Russell, J. & Spada, N. The Effectiveness of Corrective Feedback for Second
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133-164). Amsterdam : Benjamins. (2006). Print.
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Rydahl, S. Oral Feedback in the English Classroom: Teachers‟ Thoughts and
Awareness. Karlstads Universitet. Engelska. (2005). Print.
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Handbook of Research in Second Language Teaching and Learning, Vol.2.
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Sprouls, K. Teachers‟ Use of Positive and Negative Feedback with the Students Who
Are High-Risk for Emotional Behavioral Disorders. A Dissertation Presented
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Philosophy. Arizona State University. (2011): 33. Print.
Wannemacker, Stefan De et al. Interdisciplinary Approach to Adapting Learning.
London: Springer.Verlag Berlin Durdrecht. (2011). Print.
Winter. Dialogue and Interpersonal Communication: How Informal Logic Can
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Yoshida, R. Learners in Japanese Language Classrooms.London: Continuum
International Publishing Group. (2009). Print.
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Appendices 1
77
Appendices 1 :
RESEARCH SCHEDULE
No Month/Date/Year Activities Location
1 May, 04, 2016 Enter the letter in college
administration
STKIP PGRI West
Sumatera
2 May, 10, 2016 Taking the letter for
observation from
Department of Education
Padang and give the letter to
the school
Department of
Education Padang
and SMA PGRI 1
Padang
3 May, 12, 2016 Come to SMA PGRI 1
Padang and asked the
teacher schedule
SMA PGRI 1
Padang
4 May, 13, 2016 Doing the first observation
with teacher A
SMA PGRI 1
Padang
5 May, 16, 2016 Doing the second
observation with teacher A
SMA PGRI 1
Padang
6 May, 18, 2016 Doing the third observation
with teacher A
SMA PGRI 1
Padang
7 July, 29, 2016 Doing the observation with
teacher B
SMA PGRI 1
Padang
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79
80
v
81
Appendices 2
81
Appendices 2:
Transcript Observation I
Date of observation : May 13, 2016
English teacher name : Teacher A
Time of observation : 07.15 WIB
Class : X2
Students dialogue text.
Student A : Hey, what‟s up?
Student B : Nothing really.
Student A : I‟m throwing a party on Friday.
Student B : I did I . . .
Teacher : I didn‟t
Student B : I didn‟t realize /rilij/ that.
Teacher : Realize /ri:ǝlaiz/.
Student B : I didn‟t realize /ri:ǝlaiz/ that.
Student A : You did not?
Student B : Nobody has told me anything about your party.
Student A : Did you want to go?
Student B : When does it start?
Student A : At 8:00 p.m
Student B : I will be there.
Student A : Thank you.
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Date of observation : May 13, 2016
English teacher name : Teacher A
Time of observation : 10.55 WIB
Class : X1
Students dialogue text.
Student A : Hi Rafiul. They will be a great film tonight.
Teacher : There will be
Student A : There will be a great film tonight. Would you like to go to the movie
with me?
Teacher : It‟s about . . . .?
Student A : It‟s about vampire. Would you like to go to the movie with me?
Student B : Yes, I‟d like to very much. When will you pick me up?
Student A : I‟ll pick you at 07.00. Be ready. Ok!
Student B : Alright
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Transcript Observation II
Date of observation : May 16, 2016
English teacher name : Teacher A
Time of observation : 8.31 WIB
Class : X1
Students dialogue text.
Student A : Are you doing anything tonight?
Student B : Not really. Why?
Student A : I‟m to go a movie tonight
Teacher : I‟m going to a movie tonight.
Student A : I‟m going to a movie tonight. I wonder if you want
Teacher : To come with me?
Student A : I‟m going to a movie tonight. I wonder if you want to come with me?
Student B : No, thanks. I don‟t like movie.
Student A : How about dinner? My mother is going to go to Jakarta with my
father tonight. I can‟t /ken-not/ cook.
Teacher : I can‟t /kǣnt/ cook.
Student A : I can‟t /kǣnt/ cook.
Student B : Oh, sure. Sound good.
Student A : Okay. I‟ll pick you up at your house at seven.
Student B : Okay, see you then.
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Date of observation : May 16, 2016
English teacher name : Teacher A
Time of observation : 9.35 WIB
Class : X2
Students dialogue text.
Student A : Hello
Student B : Hi, Aura. This is Tika
Student A : Hi, how are you?
Student B : Alright, thanks.
Student A : Would you like to go out tonight?
Student B : Sorry, I can‟t /kent/.
Teacher : Sorry, I can‟t /kǣnt/.
Student B : Sorry, I can‟t /keint/.
Teacher : Sorry, I can‟t /kǣnt/.
Student B : Sorry, I can‟t /keint/.
Teacher : Sorry, I can‟t /kǣnt/.
Student B : Sorry, I can‟t /kǣnt/. I have many matters to settle down.
Student A : Well, how about tomorrow night? Are you still busy?
Student B : I guess /gues/ not.
Teacher : I guess /ges/ not.
Student A : Well, would you like to go to a concert?
Student B : Sure, I‟d love to.
Student A : Ok. Thank you.
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Transcript Observation III
Date of observation : May 18, 2016
English teacher name : Teacher A
Time of observation : 11.05 WIB
Class : X1
Students dialogue text.
Student A : Hello Tika
Student B : Hello Yuni
Student A : What are you doing?
Student B : I‟m reading a novel.
Student A : Can you come to my birthday party tomorrow?
Student B : Of course, I can /kant/. Thanks for the invitation.
Teacher : I can /ken/.
Student B : Of course, I can /ken/. Thanks for the invitation.
Student A : You are welcome.
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Date of observation : May 18, 2016
English teacher name : Teacher A
Time of observation : 7.15 WIB
Class : X2
Students dialogue text.
Student A : I have a dream . . . a song to sing.
Student B : Hi, Brigit! It must be west life /lef/ song.
Teacher : West life /laif/ song.
Student B : It must be west life /laif/ song.
Student A : One hundred for you! I plan to watch west life concert tonight. Why
don‟t you join me?
Student B : Wow . . . that‟s a great idea.
Student A : Of course.
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Interview Transcription
Date of interview : July 29, 2016
Teacher‟s name : Teacher A
Pertanyaan:
Researcher : saya ingin menayakan beberapa pertanyaan mengenai feedback yang
ibu berikan di dalam kelas.
Teacher : boleh silahkan.
Researcher : apakah ibu memberikan feedback kepada siswa ketika siswa sedang
menampilkan dialogue di depan kelas?
Teacher : iya,
Researcher : feedback apakah yang ibu berikan?
Teacher : biasanya saya langsung saja memberikan feedback kepada siswa.
Researcher : bagaimana cara ibu memberikan feedback tersebut? Apakah
langsung memberikan contoh yang betul atau menayakan siswa terlebih dahulu?
Teacher : kalau saya sudah terbiasa secara langsung memberikan contoh yang
betul.
Researcher : kenapa ibu tidak menanyakan terlabih dahulu kepada siswa?
Teacher : karena saya banyak menemukan ketika tampil didepan kelas siswa
salah dalam pengucapannya, jadi saya langsung memberikan contoh yang
benarnya.
Researcher : berarti ibu memberikan feedback kepada siswa tergantung kepada
kesalahan yang siswa lakukan ketika berdialogue?
Teacher : iya, saya melihat apakah siswa memiliki kesalahan dalam
pengucapan atau grammarnya. Dan juga karena siswa yang saya ajar adalah siswa
kelas 1 jadi kalau saya menanyakan apa yang betulnya nanti akan memakan
waktu yang lama untuk mereka tampil dan mereka akan lupa apa yang akan
mereka sampaikan selanjutnya. Saya pikir setelah mereka kelas 2 atau 3 baru bisa
saya menanyakan apa yang betulnya ketika mereka memiliki kesalahan waktu
tampil didepan kelas.
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Researcher : selain alasan tadi apakah ibuk memiliki alasan tersendiri mengapa
mememberikan feedback secara langsung?
Teacher : kalau ibuk tipenya tidak mau menyulitkan siswa, untuk berbicara
bahasa asing di depan kelas saja sudah membutuhkan keberanian yang tinggi bagi
mereka. Kan ada juga tu yang tidak berani karena takut salah. Jadi ibuk sangat
menghargai sekali yang tampil di depan kelas. Selain alasan yang tadi untuk
menghemat waktu, ibuk memberikan feedback langsung itu juga untuk
mengurangi kekhawatiran atau rasa takut mereka saja.
Researcher : baiklah , terimakasih atas waktu yang telah ibu berikan.
Teacher : iya sama-sama.
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Appendices 3
89
Appendices 3:
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91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
Appendices 4
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Appendices 4 :
Teacher asks students to make a dialogue about accepting and declining invitation
Students perform the dialogue and teacher gives the feedback
108
Students perform the dialogue and teacher gives the feedback
Students perform the dialogue and teacher gives the feedback
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110