A Pragmatic Analysis of the Teachers’ Spoken Corrective Feedback on the English Teaching (A Study of English Teachers in Junior High Public School 9 Salatiga in the Academic Year of 2016/2017)

Ningsih, Nofi Zuliyati (2016) A Pragmatic Analysis of the Teachers’ Spoken Corrective Feedback on the English Teaching (A Study of English Teachers in Junior High Public School 9 Salatiga in the Academic Year of 2016/2017). Other thesis, Fakultas Tarbiyah dan Ilmu Keguruan.

Text SKRIPSI PDF.pdf Download (4MB)

Abstract

This research deals with the pragmatic analysis of corrective feedback produced by two English teachers in Junior High Public School 9 Salatiga. The objectives of this research are (1) to find out the types of the teachers’ spoken corrective feedback in Junior High Public School 9 Salatiga and (2) to describe the violation of the maxim of quantity and maxim of relation in the teachers’ spoken corrective feedback in Junior High Public School 9 Salatiga. This research applies the descriptive qualitative method in analyzing the data. The method of collecting data is documentation and the technique is using record. The object of this study is 35 conversations which contain corrective feedback in the learning process. Firstly, the researcher analyzes the types of each corrective feedback produced by the teachers. Secondly, the researcher analyzes the violation of maxims in the teachers’ corrective feedback which are limited in analyzing the violation of maxim of quantity and maxim of relation. The finding of this research indicates that there are 6 types of corrective feedback used by two English teachers in Junior High Public School 9 Salatiga (Explicit explanation, Recast, Clarification request, Metalinguistic signal, Elicitation, and Repetition) which Recast is the most frequently used (60%). The researcher assumed that this type is easily understood by the students and it is brief practicing. Furthermore, it is appropriate to be used on the time limitation of classes. The finding also shows that there is not violation of maxim of relation (0) and 91.43% conversation shows that both teachers do not violate both maxims. Thus, both teachers tend to obey cooperative principles in communication and they present good communication with their students during the teaching and learning process.

Actions (login required)

View Item