CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT
DOI:
https://doi.org/10.31958/jt.v21i1.1027Keywords:
Corrective feedback, English teacher, Classroom interactionAbstract
The main focus of this research is to investigate corrective feedback made by the English teacher during classroom interaction. The study was qualitative research. The data in this study were the utterances that spoken by teacher and student during the classroom activity. The data were collected through a record where the writer himself recorded the utterances during teaching learning process a ninety-minute in duration. In this study, the teacher is an English teacher who teaches at grade XI SMA Payakumbuh. The data were analyzed by qualitative approach, writer explained corrective feedback types that happened in classroom interaction. There are six types of corrective feedback occurred in the classroom interaction at SMA 1 Payakumbuh namely: recast, repetition, clarification request, explicit correction, elicitation, and paralinguistic correction. Recast, clarification request and elicitation are the most corrective feedback applied by teacher in the classroom interaction. References
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Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions of applied linguistics. AILA Review, 11, 11-26.
Sung, K. , Tsai, H. & Sung, K. (2013). Exploring Student Errors, Teachers’ Corrective Feedback (CF), Learner Uptake and Repair, and Learners’ Preferences of CF. The Journal of Language Learning and Teaching, 4(1), 37-54.
Fu, T. (2012). Corrective feedback and learner uptake in a Chinese as a foreign language class: Do perceptions and the reality match? Unpublished master thesis. University of Victoria.
Kagimoto, E., & Rodgers, M. P. H. (2008). Students’ perceptions of corrective feedback. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo: JALT
Kato, M. (2007). Corrective Feedback in oral communication classes at a Japanese senior high school. The Language Teacher, 31(3), 3-8
Li, Liu. 2014. Corrective Feedback in Classrooms at Different Proficiency Levels: A Case Study of Chinese as a Foreign Language. Department of Modern Languages and Classics, Ball State University.
Long, M. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. and Bhatia, T. K. (Eds.), Handbook of Second Language Acquisition. San Diego, CA: Academic Press.
Lyster, R. (2004) Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 20 (1), 51-92.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19 (1), 37-66
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183-218.
Lyster, R., & Mori, H. (2006). Corrective feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269300
Mackey, A., Gass, S., & McDonough, K. (2000). Do learners recognize implicit negative feedback as feedback? Studies in Second Language Acquisition, 22 (4), 471-497.
Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions of applied linguistics. AILA Review, 11, 11-26.
Sung, K. , Tsai, H. & Sung, K. (2013). Exploring Student Errors, Teachers’ Corrective Feedback (CF), Learner Uptake and Repair, and Learners’ Preferences of CF. The Journal of Language Learning and Teaching, 4(1), 37-54.
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2018-12-27
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Sahyoni, S. (2018). CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT. Ta’dib, 21(1), 9–20. https://doi.org/10.31958/jt.v21i1.1027
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