KINDS OF TEACHER’S ORAL CORRECTIVE FEEDBACK TOWARD
7
THGRADE
STUDENTS’ PRONUNCIATION ERRORS
IN THE SPEAKING CLASS
Dian Puspita
ABSTRACT
Pronunciation is a significant aspect of English in communication because people with good pronunciation can deliver their ideas through acceptable and understandable pronunciation.
However, the powers of student’s mother tongue, Indonesian, is one of the problems influencing students’ learning. Pronunciation is quite complicated to learn so English teacher’s role is
essential in the language learning process. This study was intended to find the kinds of teacher’s oral corrective feedback toward 7th grade students’ pronunciation errors during the Speaking Class. It was conducted in a private Junior High School in Salatiga with an English teacher as my participant. The data was collected by doing observation in the 7th grade classes. I found that the
English teacher used 6 kinds of teacher’s oral corrective feedback proposed by Lyster and Ranta
(1997): explicit correction, recast, clarification request, metalinguistic feedback, elicitation, and
repetition. All kinds of teacher’s oral corrective feedback were used by the teacher; nevertheless,
the occurrence of each type was different from one another. Hopefully this study is beneficial for
English teachers and Teaching Practicum students on how to respond to students’
mispronunciation and give correction with the appropriate technique.
