LECTURERS’ STRATEGIES ON ERROR CORRECTION IN SPEAKING CLASSES OF ENGLISH LANGUAGE EDUCATION DEPARTMENT
| Main Author: | Wulandari, Ery |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/38093/1/PENDAHULUAN.pdf http://eprints.umm.ac.id/38093/2/CHAPTER%20I.pdf http://eprints.umm.ac.id/38093/3/CHAPTER%20II.pdf http://eprints.umm.ac.id/38093/4/CHAPTER%20III.pdf http://eprints.umm.ac.id/38093/5/CHAPTER%20IV.pdf http://eprints.umm.ac.id/38093/6/CHAPTER%20V.pdf http://eprints.umm.ac.id/38093/7/lampiran.pdf http://eprints.umm.ac.id/38093/ |
Daftar Isi:
- In order to use the target language as a communication fluently and correctly, it is the lecturer’s job to correct students’ errors in language learning. There are several strategies to correct students’ errors in speaking class, thus the researcher is interesting to analyze it. This research is about lecturers’ strategies on error correction in speaking classes of English language education department at University of Muhammadiyah Malang. The main purpose of the research is to know what kinds of errors that the lecturers’ think should be corrected and to identify lecturers’ strategies on error correction in speaking class. This research used qualitative design. The data were collected by doing semi-structured interview and observation. The research subject was 4 lecturers who teach ESP speaking class in second semester. The data were in the form of transcript from interview and note taking from observation. Since the researcher used semi-structured interview, the main instrument was interview guide with list of questions that needed to be discovered to answer research problems. In addition, the researcher also used observation checklist. The study revealed that pronunciation, grammar, and vocabulary were the kinds of errors that the lecturers’ think should be corrected in speaking class. There were six error correction strategies; (1) recast, (2) repetition, (3) elicitation, (4) explicit, (5) clarification request, and (6) metalinguistic. All of the lecturers confirmed that they used explicit and clarification request to correct students’ errors. The rest of the strategies, two lecturers used recast correction, three lecturers used repetition, and two lecturers used elicitation and metalinguistic.