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Oral corrective feedback in speaking used by English teachers for the lower grade student in Laboratory Primary School of Universitas Negeri Malang / Ridha Uyun Arundina

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Kode Buku : Rt 372.652183 ARU o

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris 2017
 

ABSTRAK

Arundina, Ridha Uyun. 2017. Oral Corrective Feedbacks in Speaking Used by English Teachers for the Lower Grade Students in Laboratory Primary School of Universitas Negeri Malang. Thesis. Graduate Program in English Language Teaching of Universitas Negeri Malang. Advisors: (I) Dr. Sri Rachmajanti, Dip. TESL, M.Pd., (II) Dr. Mirjam Anugerahwati, M.A.

Keywords: oral corrective feedbacks, error, English teacher, lower grade students, laboratory primary school.
It is very possible that children have errors in speaking English. The decision in correcting studdents errors should be considered carefully. Corrective feedback can help the students correct the errors, so the students will be aware of their errors and remember the correct one. However, corrective feedback may affect the studentsí anxiety. This study is intended to know what corrective feedbacks are used by teachers for the lower grade students and how oral corrective feedbacks for speaking was carried out in the first, second and third grades students in Laboratory Primary School of Universitas Negeri Malang.
The research design for the recent study is qualitative research. The settings were lower grades of International Class Program (ICP) at Laboratory Primary School of Universitas Negeri Malang. The subjects were the three English teachers and the students of lower grades from ICP classes at Laboratory Primary School of Universitas Negeri Malang. The results of the study were obtained through video recordings, interview and observation checklist. The recorded videos were transcribed and then classified to know the errors in speaking made by the students and the corrective feedbacks from the teachers in the classrooms. Further explanation related to the way of giving corrective feedbacks was also investigated.
The findings of the research was divided into three, i.e. the corrective feedbacks used by the three teachers, the frequency of corrective feedbacks and the way of how teachers delivered corrective feedbacks for the students. The classification contained explicit correction, metalinguistic feedback, elicitation, clarification request, repetition, recast, discuss the error, picture clues and no correction. The analysis showed some important points. The first, the teacher of lower level grade used more corrective feedback variations compared to the higher level grade. The second, more activites in the classroom led to more interactions between the teacher and the students, therefore more corrective feedbacks produced by the teacher because studentsí error in speaking appear more when there were a lot of interactions. The third, the lower level students need more slowly and more often repetition of corrective feedbacks.
It can be concluded that the variety of corrective feedbacks could be given to the students, and the teachers mostly used recast because it was the most polite way to correct the error. Positive feedbacks and reinforcement also needed to support corrective feedback while considering the psychology side of the students.  

ABSTRAK
Arundina, Ridha Uyun. 2017. Masukan Korektif Lisan dalam Berbicara yang Digunakan oleh Guru Bahasa Inggris untuk Siswa Lower Grade di SD Laboratorium Universitas Negeri Malang. Tesis. Program Pendidikan Bahasa Inggris Universitas Negeri Malang. Pembimbing: (I) Dr. Sri Rachmajanti, Dip. TESL, M.Pd., (II) Dr. Mirjam Anugerahwati, M.A.

Keywords: masukan korektif lisan, kesalahan, guru Bahasa Inggris, siswa lower grade, SD Laboratorium.
Hal yang sangat mungkin apabila anak-anak melakukan kesalahan dalam berbicara bahasa Inggris. Keputusan guru dalam memperbaiki kesalahan harus dipertimbangkan dengan hati-hati. Masukan korektif dapat membantu siswa memperbaiki kesalahan, sehingga siswa akan menyadari kesalahan mereka dan mengingat yang benar. Selain itu, masukan korektif juga dapat mempengaruhi kecemasan siswa. Studi ini menyelidiki masukan korektif yang digunakan oleh guru kelas 1, 2 dan 3, dan bagaimana masukan korektif untuk mengoreksi berbicara Bahasa Inggris yang dilakukan pada murid kelas 1, 2 dan 3 di Sekolah Dasar Laboratorium Universitas Negeri Malang.
Desain penelitian adalah penelitian kualitatif. Lokasi penelitiannya adalah lower grade classes ICP di Laboratorium Sekolah Dasar Universitas Negeri Malang. Subjek penelitian adalah tiga guru bahasa Inggris dan siswa lower grade dari kelas ICP di Laboratorium Sekolah Dasar Universitas Negeri Malang. Hasil penelitian diperoleh melalui rekaman video, wawancara dan catatan observasi. Video yang direkam ditranskrip kemudian diklasifikasikan untuk mengetahui kesalahan dalam berbicara yang dibuat oleh siswa dan masukan korektif dari guru di kelas. Penjelasan lebih lanjut terkait cara pemberian masukan korektif juga diamati.
Temuan penelitian dibagi menjadi dua, masukan korektif yang digunakan oleh ketiga guru tersebut dan cara bagaimana guru menyampaikan masukan korektif bagi siswa. Untuk klasifikasi koreksi, klasifikasi terdiri dari explicit correction, metalinguistic feedback, elicitation, clarification request, repetition, recast, discuss the error, picture clues and no correction. Hasil penelitian menunjukkan beberapa hal penting. Yang pertama, guru lower grade menggunakan lebih banyak variasi korektif lisan dibandingkan dengan tingkat kelas yang lebih tinggi. Yang kedua, semakin banyak kegiatan di kelas menyebabkan lebih banyak interaksi antara guru dan siswa, oleh karena itu lebih banyak masukan korektif yang dihasilkan oleh guru karena kesalahan siswa dalam berbicara lebih banyak muncul bila ada banyak interaksi. Yang ketiga, siswa lower grade perlu lebih lambat dalam penyampaian dan lebih sering pengulangan masukan korektif.
Dari hasil penelitian dapat disimpulkan bahwa variasi masukan korektif dapat diberikan kepada siswa, dan guru paling banyak menggunakan recast karena koreksi ini adalah cara yang paling sopan untuk memperbaiki kesalahan siswa. Masukan positif dan reinforcement dapat mendukung masukan korektif disamping tetap mempertimbangkan sisi psikologi para siswa.

 

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