TEACHERS’ PERCEPTION S OF ORAL CORRECTIVE FEEDBACK AND THEIR ACTUAL PRACTICE IN EFL CLASSROOM ( A Descriptive Study on English Teachers of State Junior High Schools in Banyumas)

MU'IZ, LUQMAN HAFIDH (2015) TEACHERS’ PERCEPTION S OF ORAL CORRECTIVE FEEDBACK AND THEIR ACTUAL PRACTICE IN EFL CLASSROOM ( A Descriptive Study on English Teachers of State Junior High Schools in Banyumas). S1 thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

This study was to investigate teachers‟ perceptions of oral corrective feedback and their actual practice in EFL classroom. It is a descriptive study committed at three Junior High Schools in Banyumas. 6 English teachers as subjects were interviewed in order to obtain their perceptions of roles, strategies and timing of oral corrective feedback. Non-participated observations were also conducted for collecting the factual data of implementations of oral corrective feedback in their classroom. The findings stated positive perceptions from the teachers that oral corrective feedback has various roles for students, teacher, and language learning. Those were supported by their assumptions of the effective strategies for facing many errors and their explanations of the best timing in applying oral corrective feedback to maximize its roles. 114 errors were corrected in the class observations by the teachers through oral corrective feedback that are classified into morpho -syntactic, phonological, and lexical errors . Further more, the teachers responded by considered several questions such what errors should be corrected ( type of error ), how to correct the errors ( strategy, type, and timing ) and who corrects the errors ( provider ). As a result, t he teachers‟ perceptions o f oral corrective feedback and its actual practices in EFL context were proven that the teachers appropriately implemented oral corrective feedback by considering its roles for students, teacher, and language learning ; appropriate strategies ; specific types ; timing ; and providers .

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