EXPLORING THE TEACHER‘S USE OF CORRECTIVE FEEDBACK IN SPEAKING ACTIVITY FOR INTERMEDIATE STUDENTS

Belinda Devina

Abstract


Interaction plays primary role in the process of teaching and learning. Feedback is also part of interaction process in class. According Marzano, Pickering, and Pollock (2001), corrective feedback provides students with explanation of what they are doing that is correct and what they are doing that is incorrect. This study involves two EF Kayun teachers of intermediate level classes and two classes of intermediate level. In obtaining the data, observation method was taken. To analyze the data, six types of feedback by Lyster and Ranta (1997) were identified, along with the teachers‘ reasons of using those types of feedback given to the students. The result revealed that the total number of the most frequent type of feedback used for the first class observed was elicitation. Meanwhile, the most frequent type of feedback used for the second class observed was repetition. There were four main reasons considered in giving feedback. First, it can get the students involvement. Second, it is about teacher talking time (TTT). Third, it is to help the students refer back to the previous stage in the lesson. Last, it is important to improve their ability even though it is only considered as minor error.

Keywords


corrective feedback, EF Kayun, elicitation, Lyster and Ranta (1997)

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