Explicit Correction in Scaffolding Students: A Case of Learning Spoken English

Friscilla Wulan Tersta, Wawan Gunawan

2017

Abstract

This study attempted to portray the potential of oral corrective feedback, especially explicit correction as one of the dominant types used by the teacher in teaching the students who learn spoken English. Oral corrective feedback has been often considered as a correcting tool for students’ errors. Most of the previous studies which investigated oral corrective feedback found that recast is the most common type used by the teacher in which it was an opposite from the result of this study. It is essential to know the types of oral corrective feedback used by the teacher, as a functional English model, to help the students develop their own capacity in learning. This study used qualitative method. One English teacher and 39 students were involved in this study. The data were collected by classroom observation, interview, and teacher’s document. The data were then analyzed, described, and interpreted comprehensively. The result of this study revealed that explicit correction was the most frequently used corrective feedback from the teacher in the classroom. Correcting by giving motivation and emphasizing on students’ error was claimed as the teacher’s strategy in scaffolding the students in learning English.

Paper Citation

in Harvard Style

Tersta F. and Gunawan W. (2017). Explicit Correction in Scaffolding Students: A Case of Learning Spoken English.In The Tenth Conference on Applied Linguistics and The Second English Language Teaching and Technology Conference in collaboration with The First International Conference on Language, Literature, Culture, and Education - Volume 1: CONAPLIN and ICOLLITE, ISBN 978-989-758-332-2, pages 153-159. DOI: 10.5220/0007163701530159

in Bibtex Style

@conference{conaplin and icollite17,
author={Friscilla Wulan Tersta and Wawan Gunawan},
title={Explicit Correction in Scaffolding Students: A Case of Learning Spoken English},
booktitle={The Tenth Conference on Applied Linguistics and The Second English Language Teaching and Technology Conference in collaboration with The First International Conference on Language, Literature, Culture, and Education - Volume 1: CONAPLIN and ICOLLITE,},
year={2017},
pages={153-159},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007163701530159},
isbn={978-989-758-332-2},
}

in EndNote Style

TY - CONF

JO - The Tenth Conference on Applied Linguistics and The Second English Language Teaching and Technology Conference in collaboration with The First International Conference on Language, Literature, Culture, and Education - Volume 1: CONAPLIN and ICOLLITE,
TI - Explicit Correction in Scaffolding Students: A Case of Learning Spoken English
SN - 978-989-758-332-2
AU - Tersta F.
AU - Gunawan W.
PY - 2017
SP - 153
EP - 159
DO - 10.5220/0007163701530159