THE IMPLEMENTATION OF TEACHER’S ORAL CORRECTIVE FEEDBACK ON STUDENTS’ SPEAKING SKILL AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL WONOREJO 1 IN ACADEMIC YEAR 2022/2023

Nafisatur, Rahmah (2023) THE IMPLEMENTATION OF TEACHER’S ORAL CORRECTIVE FEEDBACK ON STUDENTS’ SPEAKING SKILL AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL WONOREJO 1 IN ACADEMIC YEAR 2022/2023. Undergraduate thesis, UIN KHAS JEMBER.

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Abstract

ABSTRACT

Nafisatur Rahmah, 2023: The Implementation of Teacher’s Oral Corrective Feedback on Students’ Speaking Skill at The Eighth Grade of Junior High School Wonorejo 1 in Academic Year 2022/2023
Keywords: speaking skill, feedback, teacher’s oral corrective feedback
Speaking is important skills for the students in the process of learning English. Students need to learn speaking skill to communicate with each other in the process of teaching and learning. Many student think that speaking are difficult to learn because the students have to face some problems when learning speaking skill. The teacher has obligation to help students in the process of teaching. Feedback by the teacher is always necessary for the students to learn and help students. Oral corrective feedback is used by the teacher to provide students’ errors on their speaking skill. There were two focuses of this research, those were: 1) What are the types of oral corrective feedback that is used by the teacher on students’ speaking skill at the eighth grade of Junior High School Wonorejo 1? and 2) What are the impacts of teacher’s oral corrective feedback on students’ speaking skill at the eighth grade of Junior High School Wonorejo 1? The objectives of this research were 1) to describe the types of oral corrective feedback that is used by the teacher on students’ speaking skill and 2) to know the impact of teacher’s oral corrective feedback on students’ speaking skill. This research employed a qualitative descriptive as the method of the research. The research conducted in Junior High School Wonorejo 1. The data were collected by using observation, semi-structured interview and document review. The researcher to analyze the data used technique by Miles Huberman and Saldana with the stages: data display, data condensation and conclusion drawing or verification. The data was validated using source triangulation and technical triangulation. This research showed that: 1) the teacher used recast, clarification, and explicit types of oral corrective feedback to provide students’ errors on their speaking performance. 2) The result also found the impact of using oral corrective feedback on students’ speaking. Using oral corrective feedback causes both negative and positive impact. The negative impact included causing students’ feel embarrassed, students’ nervousness, and students feel disturbed. The positive impact included the students’ can aware on their mistake, improve students’ speaking skill, and students’ motivation.

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