Peer and Self Error Correction Process of Speaking Performance in English Speaking Community at University (RETAIN, 2018)
AbstrakEnglish Speaking Community adalah salah satu cara terbaik untuk mengaktifkan keterampilan berbicara siswa di luar kelas. Kegiatan ini memungkinkan siswa untuk belajar melalui peer learning di mana guru tidak terlibat langsung di dalamnya. Namun, dalam kemampuan berbicara, siswa diharapkan untuk memperbaiki kesalahan dan belajar dari kesalahan yang mereka buat. Oleh karena itu, penelitian ini menguji proses mengoreksi kesalahan teman dan diri mereka sendiri kemampuan berbicara siswa saat melakukan kegiatan di English Speaking Community. Penelitian ini menggunakan penelitian deskriptif kualitatif dimana observasi dan wawancara digunakan sebagai metode pengumpulan data. Dua kelompok diamati dalam penelitian ini. Observasi direkam menggunakan rekaman audio dan ditranskripsikan ke dalam transkripsi pengamatan data. Field-notes juga digunakan untuk memudahkan analisis data. Hasil menunjukkan bahwa siswa biasanya melakukan kesalahan dalam pengucapan, aturan tata bahasa, pilihan kosakata, dan kesalahan berbasis strategi komunikasi. Proses koreksi juga menunjukkan bahwa siswa melakukan koreksi diri dalam dua cara; koreksi diri langsung dan koreksi diri yang tertunda. Sementara dalam mengoreksi teman, siswa melakukan mengoeksi secara langsung, mengoeksi secara tertunda, dan mengoeksi secara diskusi. Namun, penelitian ini menemukan bahwa sebagian besar siswa tidak mengoreksi kesalahan. Dengan demikian, wawancara terhadap tiga siswa dilakukan untuk mengetahui alasan mengapa mereka cenderung tidak memperbaiki kesalahan. Hasilnya menunjukkan bahwa sebagian besar siswa tidak mengenali kesalahan, mereka lebih fokus pada kegiatan berbicara daripada kesalahan yang dibuat, merasa tidak enak jika mereka memperbaiki kesalahan, dan mereka ingin untuk memotong waktu.Kata Kunci: pengoreksian diri sendiri, pengoreksian teman, produksi kesalahan, kemampuan berbicara. AbstractEnglish Speaking Community is one of the best ways to activate students’ speaking skill outside the classroom. This activity allows students to learn through peer learning in which lecturers are not directly involved in it. However, in speaking performance students are expected to correct errors in order to learn from the mistakes they make. Thus, this study examines the process if peer and self error correction in students’ speaking performance in English Speaking Community. This study used qualitative descriptive research in which observation and interview were conducted as the data collection method. Two groups were observed in this study. The observation was recorded into audio recording and transcribed into observation transcription. Filed notes were also used to ease the data analysis. The result showed that students usually commit errors in their pronunciation, grammar rule, vocabulary choice, and communication strategy-based error. The process of correction also showed that students conducted self-correction in two ways; they are direct self-correction and delayed self-correction. While in peer correction, students conducted direct peer correction, delayed peer correction, and discussion peer correction. However, this study found that students were mostly not to correct error. Thus, interview towards three students were conducted to know the reason why they tended not to correct error. Here, the result showed that students mostly didn’t recognize the errors, they preferred to focus on the speaking rather than the errors, felt bad if they corrected errors, and they intended to cut out the time. Keywords: self-correction, peer correction, error production, speaking performance.