Descriptive Analysis of The English Teacher Corrective Feedback and Learners’ Uptake on Speaking Skills for The Second Grader in Language Program of SMA Negeri 3 Salatiga in The Academic Year of 2016/2017

Ikasari, intan (2016) Descriptive Analysis of The English Teacher Corrective Feedback and Learners’ Uptake on Speaking Skills for The Second Grader in Language Program of SMA Negeri 3 Salatiga in The Academic Year of 2016/2017. Other thesis, Fakultas Tarbiyah dan Ilmu Keguruan.

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Abstract

This study is mainly to describe the teacher corrective feedback and learners’ uptake on speaking skills for the second grader in language program of SMA Negeri 3 Salatiga in the academic year of 2016/2017. The objective of this study namely: (1) To describe types of teacher corrective feedback that occurring on speaking skills for the 2nd grader in language program of SMA Negeri 3 Salatiga in the academic year 2016/2017. (2) To show the frequency kinds of corrective feedback examined on speaking skills for the 2nd grader in language program of SMA Negeri 3 Salatiga in the academic year 2016/2017. (3) To describe the learners’ uptake about teacher corrective feedback on speaking skills for the 2nd grader in language program of SMA Negeri 3 Salatiga in the academic year 2016/201. The finding of this research proves that: (1) the type of corrective feedback that occurring in speaking skills are various. The 6 kinds of corrective feedback from Lyster and Ranta theory’s occurred. There are explicit correction, recast, clarification request, metalinguistic feedback, elicitation, and repetition. (2) The frequency of the kind of the teacher corrective feedback are: elicitation corrective feedback is the highest type of corrective feedback that teacher used. It is 29%. The second position is clarification request. It is 23%. The third position is explicit correction and recast. Both of them have same percentage. They are 18%. The teacher frequently uses explicit correction also be supported by learner opinion. The learners said that usually teacher corrects the learners’ error directly. In addition, learner also said that the teacher usually corrected their error without blame them. It matches with the classroom observation that show teacher used recast to correct learners errors. The fourth position is metalinguistic feedback and repetition. Both of them also have same percentage. They are 6%. (3) The learners’ uptakes of the teacher corrective feedback are repetition, self – repair, peer – repair, same error, and hesitation. The frequency of them are: the highest learners’ uptake was self – repair.it was 30%. It proves that actually learners aware with their errors. The second position is peer –repair, same error, and hesitation. They are 20%. All of them have same presentation. And the last learners’ uptake is repetition. It was 10%.

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