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rinda fitriana, rinda

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Author-ID : 640580

Education Languange, Linguistic, Communication & Media

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STUDENTSâ PREFERENCES TOWARD CORRECTIVE FEEDBACKS ON STUDENTSâ ORAL PRODUCTION fitriana, rinda
Script Journal: Journal of Linguistic and English Teaching Vol 1, No 1 (2016): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

This study aimed on revealing studentsâ preference on types of corrective feedback given by their English teacher as well as their reason. The study was conducted in a vocational school in Samarinda. Data collection was done by means of observation, interview and questionnaire. The observation was done for three meetings each in two different level of English proficiency classes (high and low) and ten students from the observed classes were interviewed. Moreover, the questionnaires were administered to 196 out of 385 students from all classes of twelfth grade. Furthermore, the result of this study revealed that the students preferred to have Explicit, Meta-Linguistic Clue and Elicitation corrective feedback. However, there was mismatch between studentsâ preference on the expected type corrective feedback (Explicit) and the teacherâs corrective feedback (Recast). The studentsâ preference on explicit corrective feedback was based on the reason that it provided answer and explanation on the correct version of the corrected oral production. The studentsâ preference on Meta-linguistic Clue and Elicitation corrective feedback were because these feedbacks activated their knowledge and generated studentsâ thinking to discover the correct version.

Students Attitude toward Correction Fitriana, Rinda
Script Journal: Journal of Linguistic and English Teaching Vol 2, No 2 (2017): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Studentsâ attitudes influence their decision to whether or not accept the teachersâ feedback. Therefore, questionnaire was administered to one hundred and ninety-six twelfth grade of vocational high school students, wherein, ten of them were involved in interview, to figure out their perspective concerning to the teachersâ correction on their oral production. From both instruments, it is found that the students preferred the teachers as the correctors, although, they did not mind for peer correction. They also expected the teachers to give correction at every time they did error and for all types of errors. Additionally, students agreed that teachersâ personality and their way of teaching influenced their willingness to accept the corrective feedback.

STUDENTSâ PREFERENCES TOWARD CORRECTIVE FEEDBACKS ON STUDENTSâ ORAL PRODUCTION fitriana, rinda
Script Journal: Journal of Linguistic and English Teaching Vol 1, No 1 (2016): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

This study aimed on revealing studentsâ preference on types of corrective feedback given by their English teacher as well as their reason. The study was conducted in a vocational school in Samarinda. Data collection was done by means of observation, interview and questionnaire. The observation was done for three meetings each in two different level of English proficiency classes (high and low) and ten students from the observed classes were interviewed. Moreover, the questionnaires were administered to 196 out of 385 students from all classes of twelfth grade. Furthermore, the result of this study revealed that the students preferred to have Explicit, Meta-Linguistic Clue and Elicitation corrective feedback. However, there was mismatch between studentsâ preference on the expected type corrective feedback (Explicit) and the teacherâs corrective feedback (Recast). The studentsâ preference on explicit corrective feedback was based on the reason that it provided answer and explanation on the correct version of the corrected oral production. The studentsâ preference on Meta-linguistic Clue and Elicitation corrective feedback were because these feedbacks activated their knowledge and generated studentsâ thinking to discover the correct version.

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