| dc.description.abstract | With regard to the importance of feedback in the teaching of speaking, this study
explored how the English teacher of an Islamic Senior High School provides oral corrective
feedback (OCF) in the context of teaching speaking. The research questions guiding this
study were: (1) What types of oral corrective feedback does the English teacher provide in
the teaching of speaking at the senior high school?; (2) Which types of oral corrective
feedback does the English teacher most frequently use and least frequently use in the teaching
of speaking at the senior high school?; (3) Why does the English teacher at the senior high
school use particular forms of oral corrective feedback?
This research used a case study design to explore the types of OCF, the most and the
least frequent use of OCF, as well as the reasons of using the OCF. Through the case study, I
could gain an in-depth understanding of such a phenomenon (Merriam, 2009). My reasons
for choosing an Islamic Senior High School was that the school principal permitted me to
communicate with the English teacher and the administration staff during the process of data
collection. The participant was selected purposefully because the English teacher was
considered to have rich information about research data.
To get the research data, I did virtual and offline face-to-face observation as well as the
interview. I carried out virtual observations three times (by using Zoom software), and did the
offline face-to-face observation once (by visiting the classroom). After collecting and
transcribing the data from virtual and classroom observation, I conducted the interview with
the English teacher. The data from virtual and offline face-to-face observation were analyzed
descriptively using descriptive statistics, while the data collected from interview were
analyzed using thematic analysis.
The result of this research showed that the types of OCF used by the English teacher
include explicit correction, recast, clarification request and elicitation, while metalinguistic
and repetition were not given. The most frequently used OCF was explicit correction with the
highest percentage (52%, f = 26), followed by recast (38%, f = 19), elicitation (8%, f = 4) and
clarification request (2%, f = 1) as the least frequently use of OCF. The English teacher had
different reasons for each of the OCF given in teaching speaking. By giving explicit correction, the students were expected to recognize their errors and understand how to
pronounce the words correctly and how to use an appropriate vocabulary. For recast, the
English teacher felt that it did not take much time so that the English teacher could provide
further material. For elicitation, the English teacher wanted to give the students the
opportunity to think critically in correcting their own errors. For clarification request, it could
provoke or test students whether or not they realize the errors. | en_US |
