The use of oral corrective feedback in 7th grade studentsAo speaking skills at SMPN 2 Rajabasa Lampung Selatan Ikram Ibadillah Pasha1.
Feni Munifatullah2.
Fajar Riyantika3 Universitas Lampung.
Jl.
Prof.
Dr.
Soemantri Brojonegoro No.
Bandar Lampung1,2,3 Correspondence e-mail: 1
ABSTRACT
The objective of this research was to find out whether any significant improvement in students' speaking skills after being given by oral corrective feedback.
This research was quantitative-research and used one group pretest-posttest design as the method.
The population of this research was the first grade students of SMPN 2 Rajabasa Lampung Selatan in the academic year 2022/2023.
The sample of this research was in class VII which consisted of 26 students.
In collecting the data, the researcher used speaking test and the data were analyzed using SPSS Program.
The result showed that there was statistically significant improvement of studentsAo speaking skills after receiving Oral Corrective Feedback with the significant level 0.
00 less than 0.
Therefore, it can be concluded that oral corrective feedback can assist students in improving their speaking Keywords: oral corrective feedback, speaking skills, descriptive text.
INTRODUCTION
Speaking is very important as it is the most common skill used when communicating messages and exchanging information.
But, many students still believe that speaking skill is the most difficult skill.
The students did not want to speak English, therefore only a few people actively participated in the speaking activity.
Most of them were embarrassed and didn't have the courage to take the risk if they had a speech disorder.
They seem to have been worried about making mistakes.
(Harmer, 2.
argued that if learners make mistakes, they cannot correct them and need some explanation.
The role of the teacher is very important because EFL learners find it very difficult to acquire speaking skills.
For this reason, teachers need to guide learners to acquire speaking skills as a contributor to student success.
Certainly.
Errors allow learners to confirm their hypotheses and actively contribute to language development.
Thereupon, (Harmer, 2.
argued that mistakes are part of the natural acquisition process.
He also claimed that error categories have the greatest impact on teachers.
Therefore, the teacher can help the learner correct errors by providing feedback on speaking performance.
According to (Neals, 2.
, several types of feedback include oral and written feedback, evaluative and descriptive feedback, informal and formal feedback, and peer and self-feedback.
In most speaking classes, professors, instructors, or lecturers deliver oral feedback.
Oral feedback can be classified into three types: corrective feedback (R Lyster & Ranta, 1.
, evaluative feedback (Gattalo, 2.
, and descriptive feedback (Askew, 2.
Oral feedback is commonly used by teachers/lecturers in speaking classes (Lyster.
Saito, & Sato, 2.
Corrective feedback is a type of negative feedback.
(Ellis, 2.
claims that corrective feedback is in the form of responding to learners' comments about language errors.
Another expert, (Iliana & Lyster, 2.
defines corrective feedback as a reaction from a teacher who changed significantly and needed to improve student pronunciation.
Another expert, (Hattie & Timperley, 2.
argues that corrective feedback focuses on effective construction processes and self-regulation.
Therefore, corrective feedback is called negative feedback to correct the language mistakes made by the student.
Researchers have discovered the benefits of student feedback.
Oral or written feedback, or both, is a vehicle to help students improve their future performance.
(Hussein & Ali, 2.
, (Kirgoz & Agcam, 2.
, and (Voerman et al, 2.
all said that feedback can be used to improve language learning and recognize how learners misspell their target In other words, feedback is provided in response to learners making mistakes in using the target language.
This answer, either explicitly or implicitly, shows that students' statements in the target language are in some way incorrect.
For example, it could be a correction of pronunciation or grammar, or it could be a lexical error, a syntax error, or a structural error.
Therefore, no resume at the end of the speech.
According to Hunt and Touzel .
, providing feedback is a way to manage the students' language use in class.
There are various reasons why teachers must provide feedback on their students' speaking skills.
For starters, teachers' feedback can help students better comprehend their mistakes in speaking presentations.
Second, when a student is corrected, they have a better knowledge of how to utilize the language target and realize how to improve their speaking performance in future performances.
Finally, teachers' feedback can increase students' confidence since they know they can rely on the teacher to double-check their responses.
In this situation, the teacher assists students in providing feedback to fix their errors while also managing their incorrect language use in speaking performance.
It greatly aids students in improving their learning Based on the explanation of the problem above, the researcher conducted a study entitled AuThe use of oral corrective feedback in 7th grade studentsAo speaking skills at SMPN 2 Rajabasa Lampung SelatanAy.
This research is to assist English teachers to improve students' English speaking skills and help the students achieve the goal of learning English.
II.
METHODS
The researcher employed Pre-Experimental Research in this study.
The experimental group was employed in the pre-experimental study.
The students' improvement in speaking after being given Oral Corrective Feedback is the focus of this study's preexperimental group.
In this study, the researcher provided a pre-test to students before providing treatment for speaking through Oral Corrective Feedback.
The researcher gave several examples of descriptive video in class, and then students retold the U-JET.
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Following treatment, the researcher provided a posttest to the students.
The population of this research was the first-grade students of SMPN 2 Rajabasa Lampung Selatan and for the sample of this research was the students of VII A class which consist of 26 number of students.
The researcher used purposive sampling in determining the sample.
Therefore, this study utilized one class where the researcher chose class VII A as the sample in this study because VII A was a top class and had a higher quality in terms of learning motivation compared to other The researcher got the data from the speaking test as the instrument of the test, in order to measure their speaking skills.
The tests were measured by using scoring system of speaking.
Then, the data were analyzed by using Paired Sample T-test in SPSS 26 for Windows.
RESULTS AND DISCUSSIONS
Results The pre-test and the post-test then were conducted in VII A class of SMPN 2 Rajabasa Lampung Selatan in order to analyzed how the significant improvement in studentsAo speaking skills after being given by oral corrective feedback.
The frequency distribution of the pre-test and the post-test can be seen in the table below:
Table 1.
The distribution of studentsAo scores in the pre-test.
Interval Frequency Percent Median The Highest Score Average Score The Lowest Score 0 Ae 30 31 Ae 50 51 Ae 70 71 Ae 80 81 Ae 100 Total The Highest Score Average Score Table 2.
The distribution of studentsAo scores in the post-test Interval Frequency Percent Median 0 Ae 30 31 Ae 50 51 Ae 70 71 Ae 80 81 Ae 100 Total The Lowest Score In order to answer the research question, the researcher conducted the pre-test and posttest on students of VII A class of SMPN 2 Rajabasa Lampung Selatan.
Based on the U-JET.
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Table 3.
The studentsAo score improvements in pre-test and post-test Pre-Test Average Score (PrS) Post-Test Average Score (PoS) Average Score Improvement (PoS Ae Pr.
Based on to the data table above, it shows that the studentsAo speaking skills was increased after being given by oral corrective feedback.
The mean score of pre-test 5 and the mean score of post-test which 72.
2, indicated there was improvement between studentsAo mean score of pre-test and post-test after being given by oral corrective feedback.
In order to prove whether the hypothesis proposed by the researcher was accepted or not, hypothesis testing was conducted.
The researcher used Paired Sample T-test to test the hypothesis.
Paired Samples Test Paired Differences Confidence Interval of the Std.
Std.
Error Difference Mean Deviation Mean Lower Upper Pair 1 Pre-test Post-test Table 4.
The significance different between pre-test and post-test Sig.
-taile.
Table above shows that the significant level was 0.
00 and it was lower than the alpha level .
00 < 0.
Therefore, it could be concluded that the research hypothesis (H.
was accepted.
since there was an improvement in the students' speaking skills after being given by oral corrective feedback.
Discussions This section intended to discuss the research findings, referring to the research The purpose of this study was to find out whether there was a significant improvement in students' speaking skills before and after the treatment using oral corrective feedback.
The researcher gave corrective feedback on each incorrect word or sentence spoken by the students based on the guidelines and methods or types of corrective feedback U-JET.
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However, the researcher only used recast and clarification Recast and clarification request techniques encourage students to correct their own mistakes, prompting them to think critically about language use and develop problem-solving skills.
Both techniques are more natural and less intrusive than other feedback techniques, which can sometimes disrupt the flow of conversation and make students feel self-conscious which means less intimidating.
According to the technique of corrective feedback used by the researcher, adapted from Ellis .
: The recast is when the teacher integrates the immediately preceding inaccurate utterance's content words, modifies, and corrects the utterances in some formulations.
Whereas, the clarification request is when the teacher reflects that he or she did not understand what the student stated.
Therefore, in some way, a repetition or a reformulation of a studentAos utterance is required.
In providing corrections to errors produced by students.
Researcher provided corrections to student errors using the recast and clarification request technique:
Recast Recast is when the teacher integrates the immediately preceding inaccurate utterance's content words, modifies, and corrects the utterances in some formulations (Ellis, 2.
In this situation, the teachers state the right form of the words or sentences without mentioning that they are incorrect.
The following examples of recast feedback:
Student : It leves on teh ladend Teacher : Do you mean that Horse.
It lives on the land, right? Clarification Request The teacher reflects that he or she did not understand what the student stated (Ellis.
Therefore, in some way, a repetition or a reformulation of studentAos utterance is The following examples of clarification request feedback:
Student : Itch his kolorful fetehrs and two legez Teacher : Oh sorry.
I don't understand.
Can you repeat it? However, if the student still made the same mistake, then the researcher would respond with a recast, "It has colorful feathers and two legs".
The researcher used one of these techniques in correcting students' errors.
However, the researcher can use both feedback techniques, if needed.
Then, the researcher still found some errors produced by the pronunciation of some other students and corrected them using the recast and clarification request techniques.
There are three previous studies related to the use of oral corrective feedback to improve studentsAo speaking skills.
The first study is conducted by Rahmawati .
The data were analyzed by comparing the studentsAo mean scores between the experimental class and the control class.
The result of this research showed that the studentsAo mean score of the experimental class .
ho were taught by Corrective Feedback Strateg.
While the studentsAo mean score of the control class .
ho were not taught by using U-JET.
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The result of the research showed that the results test was 3.
283 and value of ttable with db= 31 was 2.
It means that the value of ttest was higher than ttable .
283 > 2.
So.
Ho was accepted.
It can be concluded that there was a significant improvement scores in speaking skills for the students who were taught by Corrective Feedback strategy and those who were not taught by Corrective Feedback Strategy.
Lead to the conclusion that the corrective feedback strategy is appropriate enough to be used in teaching productive skills in order to improve one class of students in terms of speaking achievement.
There are some differences between RahmawatiAos research and this research.
RahmawatiAos research used a corrective feedback strategy to improve speaking skills and to compare the studentAos mean scores difference between the experimental class and control class.
Besides that, this research used oral corrective feedback to improve speaking in only one class pretest and posttest.
The second previous study is conducted by Nurhartanto .
The first result found that generally, corrective feedback contributed to students and increased the studentsAo speaking performance.
Second, it was found that concrete learners gained more benefit from corrective feedback than the other learning styles while the authority-oriented learners gained very little or did not get any benefits from corrective feedback.
The third result showed that from the use of recast, the students were able to make 87.
8% of repairing the errors that they made.
The percentage of no uptake or no immediate response after the feedback was given was only 0.
On the other hand, from the use of clarification requests, the percentage of repaired sentences was only 33.
3% while the percentage of unrepaired sentences was 53.
It can be concluded that the student gets the improvement in their speaking skills after being given oral corrective feedback and the effectiveness of corrective feedback might depend on the studentAos personal character, in this case, on their learning style.
But, there are still differences between NurhatantoAos research and this research.
In this research, the researcher only finds out a significant improvement in studentsAo speaking skills.
Moreover, the researcher does not compare oral corrective feedback with other learning styles and does not find out whether the effectiveness of corrective feedback might be depended on the studentAos learning styles.
The third previous study is conducted by Muyashoha .
, the researchAos result indicated that the studentsAo perception toward oral corrective feedback is positive.
All of the indicators show a good point that most students agree to receive oral corrective feedback from their teacher.
Additionally, it is obviously answered that using oral corrective feedback in speaking learning class is effective in improving the studentsAo speaking ability.
These findings could contribute to a better understanding of how the teacher should give oral corrective feedback when the students make some errors in the In conclusion, it will provide a better comprehension by relating and comparing the studentsAo perception and the lecturersAo perception of oral error corrective feedback for further researchers.
Similar to this research, this research was able to prove that giving oral corrective feedback is effective in improving studentAos speaking skills, but the difference between this study and MuyashoshaAos study is that the researcher did not discuss studentsAo perceptions of corrective feedback given by the teacher.
However, the researcher used corrective feedback as a learning style in the learning process.
U-JET.
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No 3, 2023 In this research, students showed their best performance and ability during pretest and After getting treatment, the studentsAo speaking ability became better than The students were improving in speaking skills because during the treatment researcher used oral error correction technique based on (Ellis, 2.
To make sure that the students were getting improvement, there are several examples of studentsAo improvement in their speaking skills in all of four aspects of speaking, such as:
Pronunciation, the researcher found some errors in students' pronunciation such as the words cat and has which should be pronounced /kyt/ and /hys/.
But, some students pronounced /cAt/ and /hAs/, this was because they pronounced these words based on their first language.
However, after the treatment, the students' pronunciation improved.
The students were able to pronounce the words with good and correct pronunciation.
This happened because the researcher used recasts and clarification requests to correct their performance during the treatment.
So, the students' pronunciation became better after getting two treatments.
Comprehension, the researcher found that studentsAo comprehension was still insufficient, for example, they were unable to receive the point of the question or unable to express their ideas in answering the question properly.
Some students did not even know what the meaning of the questions asked by the researcher.
For example, when the researcher asked the simple question AuCan you describe these animals based on the pictures?Ay, some of students could not answer the question, but there was one student who responded in Bahasa, "Bapak ngomong apa sih?".
This proves that students' understanding was still relatively low.
It changed after two treatments.
Although the students could answer the researcher's questions, not all of them did so with appropriate pronunciation, grammar, and fluency.
But, it still indicated that the students' comprehension has improved.
Grammar, the researcher found that students made grammatical errors in a few simple words in the sentences, for example, some of the students used .
o b.
AuareAy and .
AuhaveAy not AuisAy and AuhasAy in the singular subject, or students used AuisAy which should be AuhasAy in the pretest.
For example.
AuIt is brown colorAy.
After getting treatment, the student knew that he was wrong and said AuIt has blue colorAy in the posttest activity.
The improvement occurred because the teacher used the recast technique during the learning Fluency, some students encountered a lot of difficulties in speaking fluently.
For example, speaking repetitively, too many speaking delays, being inaudible, stuttering, and cluttering.
This indicated that the cause of the problem in each aspect was also influenced by the students' lack of English knowledge and was still influenced by their first language.
For example.
AuIt is a cat.
It is a .
Ay, another example.
AuIt is a four legsAy.
After the students got treatment by using clarification requests, the sentence changed to AuIt is a cow.
It has big bodyAy .
ithout any doub.
Thus.
This proves that students' fluency has improved after the treatment.
In the end, the explanation above led us to the conclusion that providing Oral Corrective Feedback in the learning process improves the speaking skills of students.
Oral corrective feedback offers both advantage and disadvantage.
The advantage of focusing U-JET.
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The disadvantage was that oral correction could be distracting and divert students' attention and concentration when they were speaking language utterances and ideas.
Corrections, on the other hand, should not necessarily be delivered at the end of the lesson.
IV.
CONCLUSIONS AND SUGGESTIONS
Conclusions Based on the results of the study, there is a significant improvement in students' speaking skills after receiving Oral Corrective Feedback.
This is because feedback creates something engaging for the teacher and is helpful thing for the students in the teaching-learning process.
In terms of the feedback given, feedback tends to be given personally to students.
This lets students know what they have achieved and what to improve in learning.
The researcher found that the students' speaking skills have improved.
This is indicated by the students' pronunciation which is getting better and is no longer affected by their first language.
The students' comprehension also improved, they could understand and provide ideas to answer the questions well.
The students have made fewer grammatical errors and can use better sentence structures than before.
Students' fluency in speaking has also improved from before although there are still some difficulties.
This proves that oral corrective feedback can play an important role in improving students' speaking Suggestions Suggestions for English teachers: The teachers should use any learning variations such as methods, techniques, or strategies.
Thus, students can get excited about learning, they can be more focused on learning, and the more learning variations a teacher provides, the more fun learning can be.
Therefore, teachers can give oral corrective feedback directly when teaching their students because teachers can correct the students' speaking as best as possible.
So, students can immediately know any mistakes they have made.
The teachers should often familiarize students with exercise and communication activities in English while learning the language.
This has many benefits for students, one of which aims to assist in building confidence in their verbal skills in the future.
Suggestion for students: In improving English speaking consistently, especially after receiving oral corrective feedback, students should establish a proactive approach.
Students can start by recording their own pronunciation to identify shortcomings that need improvement, focusing on pronunciation and specific aspects of the language.
Therefore, students should join conversation groups, find language exchange partners, or utilize English learning apps that offer opportunities for practice and immediate Students can also improve their English speaking skills by reading aloud, role-playing various scenarios, speaking in front of a mirror, and watching English movies or TV shows.
This can improve fluency and naturalness in speaking.
Students U-JET.
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Finally, students need to accept mistakes as part of the learning process and consistently expand their vocabulary which will help them to build confidence and proficiency in speaking English.
Suggestion for further researcher: This research still has some shortcomings, so it is possible for future researchers to get other latest advantages of oral corrective feedback on speaking skills, discover new ideas from this research source, and compile research with the next level of development.
The researcher hopes that this research can help future researchers who take the same research discussion.
REFERENCES