Judul Skripsi: Students' perception towards teachers' oral corrective feedback in English speaking to the Ninth Grade students of SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019. Students' perceptions towards teachers' oral corrective feedback in English speaking students (A descriptive study in the ninth grade students of SMP Negeri 2 Sungguminasa in the academic year.
INTRODUCTION
- Problem of the Research
- Objectives of the Research
- Significance of the Research
- Scope of the Research
Based on the previous background, the researcher formulates the research questions as follows "What is the students' perception regarding teacher's Oral Corrective Feedback in Speaking English to the Ninth Grade Students of SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019". In relation to the problem statements above, the objectives of the research are to find out the students' perception regarding teacher's Oral Corrective Feedback in Speaking English to the Grade Ninth Students of SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019.
REVIEW OF LITERATURE
Concept of Perception
According to Robbins (1995), perception is the process individuals follow to control and interpret the perception of sensory matters to make sense of their environment. Positive perception is the perception or representation of an object and leads to a state in which the subject is perceived to accept the captured object because it is in accordance with his personality.
Concept of Speaking
Negative perceptions are the perception or view of an object and pointing to the circumstances in which the subject is perceptive tends to reject the object arrested because it is not in accordance with his personality. Moreover, Torky (2006) claims that speaking is defined as an interactive process of constructing meaning, where information is produced, received and processed. Harris (1994) argues that speaking is a complex skill requiring the simultaneous use of a number of different skills, often developing at different levels.
Hornby (1995) explains that pronunciation is the way a language is spoken, the way a word is pronounced, or the way someone speaks the words of a language. Grammar whose subject is the organization of words in different combinations, often representing many layers of structure such as phrases and complete sentences (Ba'dulu, 2001:15) as the basis of the framework to find the sentence productively needed while Maybin ( 2010:11) said that grammar is used in linguistics in two broad senses: first, it refers to an aspect of language structure (either language as an ability or the structure of a particular language), second, it refers to a specific approach to the study of language structure. For example, we explain the meaning of full by saying that it is the opposite of empty; we understand that cheap is the opposite of expensive Harmer, (2001).
Meanwhile, Hornby (1995) argues that comprehension is the power of understanding and an exercise aimed at improving or testing one's understanding of a language (whether written or spoken). The speaking skill differs from the other three (listening, reading and writing) because speaking is the most fundamental means of human communication and this skill needs more practice to master.
Concept of Feedback
Based on some of the definitions above, the researcher concludes that feedback can be used to improve language learning and make students realize that the way they express the target language contains errors. In other words, feedback is given as a reaction to students' mistakes when using the target language. Hattie and Kimberley (2007:21) argue in their review that feedback is one of the most powerful influences on learning and performance.
The role of teacher feedback can be seen in the fact that teacher feedback reflects to students what and how they perform, showing them their strengths to strengthen as well as weaknesses to improve. . According to Lewis (2002), feedback is a way of telling students about the progress they are making and also facilitates them in the area of improvement. Feedback is used by the teacher to provide students with more than just description of their language use, it does not just provide simple description in the learning process, but comments can also be made to students.
The main problem in implementing this feedback is that the teacher must have sufficient time. It has some advantages that is it can increase students' independence as they are supposed to find their own mistakes.
Concept of Oral Corrective Feedback
Most of the students want to be corrected by their teacher while making a mistake. This is to know the students' perception regarding teachers' oral corrective feedback in the English classroom. The result of this aspect aimed to answer the research question "What is the students' perception regarding teacher's oral corrective feedback in speaking English to the Ninth Grade Students of SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019" .
Thus, we can conclude that most of the students in the ninth grade of SMP Negeri 2 Sungguminasa agreed that the students always know while being corrected by their teacher in class, even though they were not told by their teacher. Based on the interviewed students, the researcher found data on students' perceptions of the teacher's oral corrective feedback when speaking English. The result of a class interview that tells what each of the ten students experiences in relation to the teacher's verbal corrective feedback when speaking English showed that the students had very good responses to corrective feedback.
In this regard, it is better that the teacher always corrects the students' mistakes nicely by giving feedback. The purpose of this instrument is to know the students' perceptions towards teachers' oral corrective feedback in the speaking class.
Conceptual Framework
RESEARCH METHODOLOGY
Population and Sample
In this research, the populations were ninth grade students in SMP Negeri 2 Sungguminasa in the 2018/2019 academic year. The sample of this research was a class of ninth grade students from SMP Negeri 2 Sungguminasa in the academic year 2018/2019. The purposive sampling technique was used in this research which focuses on class IX-VI deliberately chosen because the English teacher in this class used the oral corrective feedback as a strategy in the teaching learning process.
Instrument of the Research
Data Collection Method
Techniques of Data Analysis
I like it when the teacher explicitly tells me when I make a mistake and gives me the correct version of what I said. I like it when my teacher corrects my English without letting me know that he is correcting me. So we can conclude that most of the students in the ninth grade of SMP Negeri 2 Sungguminas strongly agreed that if the teacher indirectly corrects their mistakes without being aware of them.
I like it when my teacher tells me what kind of mistake I made and asks me to correct myself. So, we can conclude that most students were in the ninth grade of SMP Negeri 2 Sungguminasa. 1 I like it when my teacher tells me explicitly when I make a mistake and gives me the correct version of what I said.
Saya suka ketika guru saya minta saya untuk mengoreksi diri saya sendiri) 3 I like it when the teacher corrects me. 4 I like it when my teacher tells me what mistake I made and asks me to correct it. 3 I like it when my teacher corrects my English without letting me know that he is correcting me.
8 I always know when my teacher is correcting me, even if she/he doesn't tell me.
FINDINGS AND DISCUSSION
Frequency of Questionnare
Findings of Interview
Discussion
In this section, the researcher discussed about the result of research students' perception regarding Verbal Corrective Feedback from Teachers to Students who speak English to the Grade Ninth Students of SMP Negeri 2 Sungguminasa in the Academic Year 2018/2019". The researcher found that almost all the students have a positive perception about feedback used by the teacher to correct mistakes made by the students in oral activity. Regarding the attitude shown by the students towards the feedback used by the teacher to correct their mistakes in an oral activity, it is important to pay attention to how the teacher should correct the students' mistakes.
The teacher should nicely correct the mistakes made by the students so that the students will not get hurt after being corrected. It is not an easy task for the teacher while giving feedback to correct the students'. Based on the results and discussions, the researcher concludes that almost all students have a positive perception of the teacher's feedback in an oral activity, it was shown by the frequency of students, item 1, 17 students strongly agree from 30 studnets, Item 2 accepts 16 students out of 30 students.
Analisis persepsi siswa terhadap tanggapan lisan langsung guru dalam pidato di kalangan siswa kelas delapan SMPN 1 Kalasan pada tahun ajaran 2011/2012. 7 Guru tidak boleh mengoreksi siswanya. Guru tidak boleh mengoreksi kesalahan siswanya ketika berbicara bahasa Inggris).
CONLUSION AD SUGGESTION
Suggestion
Saya suka ketika guru saya dengan jelas memberi tahu saya bahwa saya melakukan kesalahan dan memberi saya versi yang tepat dari apa yang saya katakan.) Saya suka ketika guru saya mengoreksi bahasa Inggris saya tanpa memberi tahu saya bahwa dia mengoreksi saya ). Saya suka ketika guru saya memberi tahu saya kesalahan apa yang saya buat dan meminta saya untuk memperbaiki kesalahan saya.)
Saya selalu tahu kapan guru saya mengoreksi saya meskipun dia tidak memberi tahu saya.) Secara umum, saya merasa kesal ketika guru saya mengoreksi saya.) 15 Saya akan merasa jauh lebih nyaman daripada yang saya rasakan. S-3 Ya, saya sangat menyukainya karena saya bisa belajar dari kesalahan yang telah diperbaiki oleh guru saya tadi.
S-1 Saya senang ketika guru saya mengoreksi kesalahan saya ketika saya berbicara bahasa Inggris karena membantu saya untuk tidak membuat kesalahan lagi. S-9 Saya senang ketika guru saya mengoreksi kesalahan saya ketika saya berbicara bahasa Inggris karena itu membantu saya untuk tidak membuat kesalahan lagi.
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