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All Journal LITE: Jurnal Bahasa, Sastra, dan Budaya English Review: Journal of English Education Wanastra : Jurnal Bahasa dan Sastra LLT Journal: A Journal on Language and Language Teaching Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya PANYONARA: Journal of English Education J-REaLL Jurnal Skripta CALL BRIGHT Journal of English Language and Education International Journal of English and Applied Linguistics (IJEAL) Journal of Islamic economy and Community Engagement JABKO: Jurnal Akuntansi dan Bisnis Kontemporer Pendekar: Jurnal Pendidikan Berkarakter Jurnalistrendi: Jurnal Linguistik, Sastra dan Pendidikan Journal of English Education Forum (JEEF)
Dian Budiarti
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
HOW TEACHERS IN AN INFORMAL ENGLISH TRAINING INSTITUTION TREAT YOUNG LEARNERS’ ORAL ERRORS Faris, Ihsan Nur Iman; Budiarti, Dian
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5341

Abstract

Corrective feedback needs to be used carefully to treat young learners’ oral errors as it should not inhibit learners from communicating. This study aims to investigate the use of corrective feedback strategies by informal English training center teachers in Bandung. Classroom observation and coding were used to collect and categorize data regarding errors committed by students and teachers’ use of corrective strategies.  The study found that pronunciation errors (49%) were most frequently committed, followed by grammar (27%), vocabulary (20%), and the use of L1 (4%) errors. To treat those errors, the teachers apply corrective feedback strategies, which mostly were in the form of recast (46%) and elicitation (35%). Other corrective feedback strategies such as explicit correction (11%), metalinguistic feedback (6%), repetition (1%), and paralinguistic signal (1%) were found less frequently. This study suggests teachers consider several factors such as types of errors, learning factors, and learners’ factors when deciding the corrective feedback strategies.
Co-Authors Andang Saehu, Andang Aprianti, Dinar Tjitra Dadan Rusmana Erdayani, Rizki Firnadia, Evia Ice Sariyati Ihsan Nur Iman Faris Ihsan Nur Iman Faris, Ihsan Nur Iman Kharisma, Dewi Kinanthi, Eva Adeline Kustanti, Dewi Listiani, Toneng Listimariam, Elen MAHI MAMAT HKIKMAT Munawaroh Prihatini, Hani Putri, Nandira Aulya Reziana, Salsabila Rosya Risnawati, Ela Sumarno Yuliani, Hanifah