THE IMPACT OF ERROR CORRECTION STRATEGIES TOWARD STUDENT’S ANXIETY IN SPEAKING CLASS AT THE THIRD GRADE OF SENIOR HIGH SCHOOL STUDENTS
| Main Author: | ABDINA SAENTIKA, 1613042014 |
|---|---|
| Format: | Bachelors NonPeerReviewed Book Report |
| Terbitan: |
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
, 2020
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| Subjects: | |
| Online Access: |
http://digilib.unila.ac.id/64813/1/1.%20ABSTRAK%20%28ABSTRACT%29.pdf http://digilib.unila.ac.id/64813/7/2.%20SKRIPSI%20FULL.pdf http://digilib.unila.ac.id/64813/3/3.%20SKRIPSI%20TANPA%20BAB%20PEMBAHASAN.pdf http://digilib.unila.ac.id/64813/ |
Daftar Isi:
- Error correction is considered as an important strategy for learners. It can be used to lead the learners to keep the focus on learning goals that are expected to be reached. But, consequently, anxiety arises when the students find difficulty in expressing ideas. It is the reason why the researcher is interested to know how far error correction has impacted the student’s anxiety. The aims of this research were (i) to find out how the students’ anxiety in speaking after being corrected through teacher-correction strategy, and (ii) to investigate how the students’ anxiety after being corrected through peer-correction strategy. This study was quantitative which used the one-shot case study design. Then, in order to collect the data, the researcher used the Error Correction Anxiety Scale (ECAS) questionnaire. It was conducted in the third grade of Senior High School 1 Belalau. The data was analyzed by using One Sample T-test in SPSS for windows version 21 with a significant level of 0.05 (two tail). The result shows that the students’ anxiety is lower after being corrected through the teacher-correction strategy. It is proved by the result of r observation and t table (2.912 >2.045) at the significant level 0.05 which indicates the first hypothesis is accepted. It happens because there is a positive relationship between the teacher and students. Furthermore, the student's anxiety is not lower after being corrected by peers since the t-table is higher than the t-value (2.045.> 1.246) with the level of significance at 0.05. It shows that the second hypothesis is rejected. The students’ educational background where teachers correct their errors extensively may be one of the reasons why students have a bad attitude toward peer-correction. So, the success of correcting depends on students’ condition or students’ attitudes toward the delivering agent of the error correction. Keywords : Teacher-correction, Peer-correction, Anxiety