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All Journal INOVISH JOURNAL Journal of English Education and Teaching (JEET) Ta'dib
Silfia Rahmi
IAIN Batusangkar
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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PES OF CORRECTIVE FEEDBACK USED BY FOUR LECTURERS ON STUDENTS’ SPEAKING PERFORMANCE Silfia Rahmi
INOVISH JOURNAL Vol 2, No 2 (2017): INOVISH JOURNAL, Vol 2, No 2 - 2017
Publisher : Politeknik Negeri Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (88.245 KB) | DOI: 10.35314/inovish.v2i2.235

Abstract

Abstract: The objective of this study was to identify the types of corrective feedback used by the 4 lecturers in correcting students’ speaking performance This was descriptive research. The participants were 4 English lecturers who handled speaking class for the first year students at IAIN Batusangkar. Seven major types of corrective feedback which was initially conceived by Fanselowand  is further developed by Lyster and Ranta, and Sheen and Yao become the grand theory in this study.The data were gathered by means of observation, video recording and guided interview. The observation and interview results demonstrate that of the seven types of the corrective feedback applied by the 4 lecturers on students’ speaking performance, recast feedback is the most frequently used. Most theories and previousfindings signify that it cannot locate the errors and it is not appropriate for EFL students. It is concluded that the type of corrective feedback that mostly used by the lecturers has not appropriate yet. That was estimated becomes the cause why the corrective feedback was not successful yet. It is recommended that those lecturers try to reconsider the  type of  corrective feedback which he or she frequently used  since the appropriateness of  type will influence the success of corrective feedback itself
The Students' Affect toward Classroom activities on English for daily Conversation Silfia Rahmi
Journal of English Education and Teaching Vol 6, No 1 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.1.115-125

Abstract

Classroom activities becomes one of necessary and beneficial efforts for enhancing students’ speaking ability. However, that endeavor will be advantageous and will not waste the time if the students like them. Therefore, this research aims at investigating students’ affect toward classroom activities on English for daily conversation subject together with their reason to have such kind of that affect. This belongs to mixed method research. The instruments used to collect the data were questionnaire along with interview guide. There were 78 (Seventy Eight) students participated to obtain the quantitative data and there were 12 (twelve) students to gain the qualitative data. The data obtained from the questionnaire were analyzed based on formula suggested by Heaton and Djemari et. All.  Meanwhile, the data got from interview guide were analyzed based on the theory recommended by Miles and Huberman. The finding of this research revealed that there were 80.76 %  (Eighty point seventy six) students had strongly positive affect toward classroom activities applied by the lecturer on English for daily conversation subject.  The reasons were the students convince that they can encourage them to speak and can increase their speaking ability and may provide the students’ opportunities to speak. Furthermore, classroom activities can express their idea creatively and can stimulate them to think quickly, critical and creative. Besides, through classroom activities, they have the bravery to speak English. It indicated that most of students like to have classroom activities. In nutshell, there are students’ positive response toward classroom activities. Then, they also have the rationale reason why they have such kind of that affect. It indicated that there were no psychological problem faced by the students when the lecturers applied classroom activities on English for daily conversation subject. It can be interpreted that the providing classroom activities which usually employed by the lecturers can be continued to be applied as an effort to increase students’ speaking ability.
STUDENTS’ PREFERENCES TOWARD LECTURERS’ TYPES IN GIVING CORRECTIVE FEEDBACK ON THEIR SPEAKING Silfia Rahmi; Sirajul Munir
Ta'dib Vol 23, No 1 (2020)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v23i1.1364

Abstract

The current study aims at investigating the students’ preferences toward types of corrective feedback applied by the lecturers on their speaking.  This research used a descriptive method. The participants of this research were 151 non English department students who took English subject. The instruments used to collect the data were questionnaire and interview guide. Those were adapted from Hyang (2010), Katayama (2007), together with Smith. They became the guideline on this research. The data  gathered from questionaire were analyzed by using formula suggested by Heaton and Arikunto. Then, the data obtained from interview guide were analyzed by using theory proposed by Miles and Huberman.  The research findings indicate that most students preferred to receive explicit corrective feedback using metalinguistic correction. It was caused by lack of language exposure due to limited  language knowledge they possess.
Co-Authors Sirajul Munir