TEACHER BELIEFS TOWARD ORAL CORRECTIVE
FEEDBACK IN EFL SPEAKING CLASSROOM
THESIS PROPOSAL
BY
RONIY
YANGGARA
NIM
1601121098
DEPARTMENT
OF LANGUAGE EDUCATION
STUDY
PROGRAM OF ENGLISH EDUCATION
2018
M / 1439 H
1. CHAPTER I.............................................................................. 1
Introduction.............................................................................. 1
A.
Background
of Study................................................................................... 2
B.
Research Problem......................................................................................... 4
C.
Objective of the Study.................................................................................. 4
D.
Scope and Limitation.................................................................................... 4
E.
Significance of the Study............................................................................. 5
F.
Definition of Key Terms............................................................................... 5
2. CHAPTER II............................................................................. 6
REVIEW OF RELATED LITERATURE.......................................... 6
A.
Related Studies.................................................................................... 6
B. Teacher Beliefs.................................................................................... 7
C. Oral
Corrective Feedback.................................................................... 8
3.
CHAPTER
III................................................................................................... 10
RESEARCH
METHOD.................................................................................. 10
A.
Research Design....................................................................................... 11
B.
Subject of the Study................................................................................. 12
C.
Source of Data......................................................................................... 12
D.
Research Instrument................................................................................ 12
E.
Data Collection Procedure....................................................................... 12
F.
Data Analysis Procedures........................................................................ 12
REFERENCES
CHAPTER
I
INTRODUCTION
This chapter is an
introduction which gives the general consept of the research. There are six
main sub chapters discussed here. Namely, backround of study, research problem,
the objective of study, scope and limitation, significance of the study, and
definition of key form.
A.
Backround
of Study
As an EFL instructor of a Public Speaking course at
State Islamic Institute of Palangka Raya, I often found that many of the
students were reluctant to speak out loud in class.
The study of teacher beliefs is particularly important
because beliefs can be a basis for teachers’ actions (Pajares, 1992), shape
teachers’ pedagogical decision making (Isikoglu et al., 2009) and guide
teachers’ classroom behaviour (Burns, 1992; Crawley & Salyer, 1995). The
literature suggests that teachers’ stated beliefs may not always serve as
reliable predictors of actual classroom practices, hence tensions between
teachers’professed beliefs and enacted practices (Basturkmen et al., 2004;
Farrell & Lim, 2005; Jorgensen et al., 2010) From this fact the action of
teachers will be help students to develop their ability to speak loud out.
There are some similar notions of oral corrective
feedback put forwarded by different experts. Lightbown and Spada(as citedin
Karbalaei and Karimian, 2014), define “corrective feedback as any indication to
the learners that their use of the target language is incorrect”(p. 967).In
this case, the feedback can be conveyed explicitly and implicitly that include
metalinguistic information. According to Calsiyao (2015).“oral corrective
feedback is a means of offering modified input to students which could
consequently lead to modified output by the students”(p. 395).
The debate whether oral corrective feedback should be
given or not has also been examined by Calsiyao (2015) and Méndez and Cruz
(2012). They believe, over-correction of errors could be ae factor that could
destroy a students‟ self-confidence and their performance in the future, while
too little or no error correction at all might lead the students to think that
they did not produce errors in using the target language. When students think
that they have acquired sufficient target language their errors can last for a
long time. Without teachers‟ feedback, fossilization of errors could occur
(Alqahtani & Al-enzi, 2011; Calsiyao, 2015; Ellis, 1986, 1999).
In speaking, corrective feedback is an essential part.
Corrective feedback can help students in correcting their error. As what have
been studied in this research, the students have positive perception. The
students considered that the corrective feedbacks given by the teacher were
very helpful in correcting their speaking and they also have learned much from
the correction.
Subsequently, examining the belief networks of
in-service and preservice teachers is fundamental in providing support for
their professional development and education respectively.
B.
Problem
of Research
Based
of backround above, the problem come from this question :
1. What
will the teacher’s belief toward oral
corrective feedback in EFL speaking classroom?
C.
Objective
of the Study
1. What
the impact of given oral corrective
feedback to the EFL students speaking classroom.
D.
Significance
of Study
Corrective feedback (CF) refers to teacher and peer
responses to learners’ erroneous second language (L2) production. The recent
burgeoning of research into oral CF is attributable to its pedagogical and
theoretical significance. Practitioners are interested in whether, when, and
how to incorporate CF in classroom instruction; theorists (for example Krashen
1981; Gass 1997) are divided over whether the negative evidence afforded by
oral CF about what is ‘wrong’ or unacceptable in the target language is
necessary for L2 development, or whether exposure to positive evidence about
what is correct is sufficient by itself. Experimental studies to date have
demonstrated that oral CF can facilitate L2 development but that its effects
may be constrained by contextual factors and individual learner differences (Li
2010; Lyster and Saito 2010).
The purpose this research may be to know the teachers
beliefs when using corrective feedback to the EFL students speaking class in
IAIN Palangka Raya.
E.
Scope
and Limitation of Study
This study focused on teacher’s belief given oral
corrective feedback to students EFL speaking classroom in IAIN Palangka Raya.
F.
Definition
of The Key Terms
There are some definition in this research that namely
:
1. Speaking
is one of the four basic competencies that students should acqueire well.
2. Teacher’s
belief is personal view system integrated
about the nature teaching materials, students, and learning.
3.
Corrective feedback is a field that opens
up a great deal of research topics. This review presents some of the most
common topics: influence of oral corrective feedback on certain aspects of
language learning.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Related Study
There
are some related studies conducted by some researchers, as follow :
First,
research has done by Askat Tleuov (2016) entitlle “An investigation into the relationship between teachers’ beliefs and
practices in Kazakhstani state secondary school EFL classrooms”. This
research focused on explores EFL
teachers’belief-practice consistency level in relation to the teaching of
speaking, an understudied curricular domain. The phenomenon is examined from
two major perspectives: teachers’ perceptions of their own pedagogical contexts
and their core peripheral belief systems, thus using a multi-perspective
approach which is usually not the case with other studies in the field.
Finally, the study took place in Kazakhstani secondary school EFL classrooms, a
geographical context which has not featured at all in the language teacher cognition
literature to date.
Second,
Gunawan Suryoputro (2016) in journal international entitlled, “EFL Students’ Responses on Oral Corrective
Feedbacks and Uptakes in Speaking Class”. This focused on the oral
corrective feedback improved their speaking. It could be confirmed by the
answer from all of students who agreed that they became more confident in
delivering their thought and enjoying their speaking performance in front of
the class. The research found The analysis of seven different oral corrective
feedbacks showed that explicit correction was the most frequentlyused type of
feedback by the teacher and the students, accounting for 45.5% of all feedback
moves, followed by elicitation (15.2%), recast (12.1%), clarification request
(12.1%), paralinguistic signal (7.6%), metalinguistic feedback (4.5%), and
repetition (3%). Since the explicit
correction is the most frequent types, it can be inferred that the explicit
correction is the most effective way in giving feedback because the teachercan
immediately determinethe errors and providethe feedback to the students in
appropriate way.
B.
Difination of Teacher’s belief
The study of
teacher beliefs is positioned within the broader field of teacher cognition
research (Woods, 1996). Teacher cognition is a construct which encompasses all
aspects of ‘covert mental processes’ (Calderhead, 1987, p. 184) that inform
teachers’ instructional decisions, the ‘unobservable cognitive dimension of
teaching – what teachers know, believe and think’ (Borg, 2003, p. 81).
Studying teacher
beliefs has proven to be a serious challenge to researchers, mostly because of
the different conceptualizations and varying understandings of beliefs that
have led to the proliferation of definitions (Andrews, 2003). Beliefs have been
referred to as a messy construct (Pajares, 1992) and are characterized by
‘conceptual ambiguity’ (Borg, 2003, p. 83) that is exacerbated by researchers
defining the same terms in divergent ways and using different terms to refer to
identical constructs (Clandinin & Connelly, 1987).
The way that I
operationalized beliefs is consistent with a conventional cognitivist understanding
of teacher cognitions as reified mental constructs. Recent publication in the
field, however, invites language teacher cognition researchers to study teacher
beliefs through professional practices (Borg, 2016; Kubanyiova & Feryok,
2015).
This is a fresh,
‘participation-oriented epistemological perspective’ of treating teacher
cognitions as ‘emergent sense making in action’ (Kubanyiova & Feryok, p.
438). However, since the abovementioned works were published when this study
was nearing completion, they did not inform the manner in which I
operationalized beliefs.
C.
Definition
of Oral Corrective Feedback
1. Feedback
A definition of feedback has been proposed by Nilsson
(2004, p. 23) as translated by Rydahl (2005). Feedback is a method used “to
express one‟s view with the aim of facilitating and/or promoting more
appropriate actions in the future, in relation to a goal or a vision” (Rydahl, 2005, p. 5-6). To make it clear,
feedback is a comment or a response from a person towards somebody else‟s work
to facilitate her to be better in the future. Feedback can be either positive
or negative or a mixture. For example, a coach can give feedback about how well
and how badly their protege athlete is doing in a tournament.
In teaching, Ur (2006) in Pérez et al. (2013) has
asserted that feedback is information provided by a teacher towards a student
regarding her performance during teaching-learning processes. Additionally,
Hattie and Timperley (2007) have said that feedback is a “consequence of
performance.” In other words, feedback is information given by an “agent”
towards “one‟s performance or understanding” (p. 81). In the language
classroom, feedback can be addressed as a response given towards errors or good
performances in using the target language. As Gitsaki and Althobaiti (2010, p.
198) have said, feedback is an “immediate response to a learner‟s errors.” Thus
it can be concluded that feedback is commonly given immediately after an error
is produced; positive feedback can also be given immediately after a good
performance .
2. Oral
corrective Feedback
For EFL students, making errors in using the target
language is very common. Fidan (2015, p. 1311) has said that students‟ errors
in using the target language are „unavoidable‟. In addition, Brown and Rodgers
(2002) also state that almost all language learners (will) produce errors in
learning a new language. This is due to the fact that English is not the first
language that the students use in daily life. In addition, in an EFL context,
Indonesian students have very limited exposures to the target language because
it is only taught in school as part of the national curriculum and there are
very limited opportunities to use it in society. Even worse, there is not
enough time to get enough.
practice in the target language in the classroom.
Therefore, the teacher will be the main source to correct any errors. Hedge
(2000) has claimed that feedback or error correction from teachers is needed
when there is limited exposure to the target language. In the same vein, Brown
(2001) has asserted that students are very reliant on the teacher in most EFL
classes because they have very little feedback from their society. Feedback,
particularly corrective feedback, is one of the ways to improve students‟
ability in learning the target language. Gibbs and Simpson (2004) claim that
feedback can: “correct errors, develop understanding through explanations,
generate more learning by suggesting further specific study tasks, promote the
development of generic skills by focusing on evidence of the use of skills
rather than on the content, promote meta-cognition by encouraging students‟
reflection and awareness of learning processes involved in the assignment and
encourage students to continue studying” (pp. 20-21). In short, corrective
feedback is the response given towards students‟ errors in learning. Corrective
feedback is an indication that there are errors in a learners‟ use of the
target language (Ellis, 2006; Lightbown & Spada, 1999). Corrective feedback
should be seen as a helpful input for the student if it is given at an
appropriate time. This means that the teacher should consider the student when
giving their feedback. The majority of students when corrected in the middle of
their speaking will face difficulty to
continue after the interruption of their ideas. Even worse, they will feel
anxious that could lead to them speak „very cautiously‟ from then on. As a
result, they will not speak as fluently as they could do.
Furthermore, oral corrective feedback can be given as
a response to correct students‟ errors in using the target language,
particularly students‟ spoken errors. Fungula (2013) has stated that oral
corrective feedback is a direct indication or clue given when there is an error
that a student has produced when using the L2. Annie (2011) has noted that oral
corrective feedback is a teachers‟ verbal feedback in response to students‟
errors in speaking performance and often focusses on pronunciation, vocabulary
and language patterns, communication skills, ideas and organization. In
conclusion, oral corrective feedback is oral feedback given by a teacher or a
peer as an indication that there are errors in a students‟ use of the target
language.
CHAPTER III
RESEARCH METHOD
A. Reseach Design
This research will
be conducted as a qualitative study. The research design will use qualitative
design because this study concerned will be with process. According to Ary
(2010, p.648) stated that qualitative research is generiv term for variety of
research appoarches that study teacher awareness to identify and to correct
errors made by students in EFL classroom activity. Ellis (1994: 702) defined
corrective feedback as aninformation given to the learners which they can use
to revise their inter language. From this definition, it is implied that
corrective feedback is believed as an important to be applied by the teachers
to achieve target language they taught to the students. This study used
descriptive qualitative method. This method is a research procedure that
produces descriptive data in the form of written or oral data.
According to Creswell (2012, p. 20),
the term research design can be defined as the specific procedure involved in
the research process: data collection, data analysis, and report writing’. It
means that research design is the procedures in research process that is
conducted by the researcherthrough collecting the data, analysing the data, and
reporting the result. Based on the idea above, the design of this research was
descriptive research design. The aim of the descriptive research was to
describe the information concerning the variable and condition of current
phenomeno.
B. Subject of Study
In this study,
subject wiil be obtained from EFL Students Speaking Class in IAIN Palangka
Raya. In addition,
the researcher also took the sample based on the consideration of the time;
situation and the understanding of the students’ background knowledge and their
level are similar.
C. Source of Data
This research will
be conducted in State Islamic Institue of Palangka Raya which the location G.
Obos Islamic Center, Central Kalimantan. In this study, researchers chose EFL
Speaking Class Room in IAIN Palangka Raya Fourth Semester become the source of
data in this research. Data will be taken from this site to make it reasonable
and acceptable.
D. Research Instrument
Moleong
(2000,p.19) says that qualitative research requirfe the researcher himself as
the main instrument of study. In collecting data, qualitative studies depend in
the researcher. That’s because research cannot decide directly what to research.
In this study. The researcher’s role is to ovserve, and tp interview the
subject of this study.
There
will be EFL Students Seaking Class fourth semester IAIN Palangka Raya. Reseacher will take
sample from EFL Students. Researcher
will interview them. The object of this research is the communication what the
students feel when the teachers given oral corrective feedback in Speaking
Classroom.
E. Data Collection Procedure
Data
collection procedures will be the one of the main duties in thi study to answer
the problem of the study. The data collected in natural setting without any
manipulation of the setting. Data collecting procedures will be used in this
study, namely interview and observation.
1. Observatioan
Observation is a basic method for obtaining data in qualitative research
and it is more than just hanging out. It is a more global type of observation
than the systematic, structured observation used in qualitative research. The
qualitative researcher’s goal is a complete description of behavior in a
specific setting rather than a numeric summary of occurrence or duration of
observed behaviors (Donald Ary, p. .431).
Another opinion of Musharraf(2012, p.9) observation is technique involving
systematic selection, watching and recording the behavior and characteristics
of living thing, objects or phenomena. Actually between the opinion of Donald
Ary and Khalifa Musharraf is clossing about the observation.
2.
Interview
Data taken from observation is not enough to support the finding of
researcher. Hence, interview may provide information that cannot be obtained
through observation.
The interview is one of the most widely used and basic method for obtaining
qualitative data. Interviews are used to gather data from people about
opinions, beliefs, and feeling about situations in their own word. They are
used to help understand the experiences people have and the meaning they make
of them rather than to test hypothesis. Interviews may provide information that
cannot be obtained through observation, or they can be used to verify
observation.
F. Data Anaylisis Procedure
Taylor (1975: 79) defines data analysis as a process that
details the business formally to find the theme and formulate the hypothesis
(idea) as suggested and in an attempt to provide assistance and themes on the
hypothesis. If examined, basically the first definition is more emphasis on
organizing the data while the second emphasizes the purpose and purpose of data
analysis. Thus the definition can be synthesized that the data analysis is the
process of organizing and sorting data into the patterns, categories and units
of the basic description so that the theme can be found and can be formulated
working hypothesis as based on data. The communication
problems face by teacher belief when given feedback to EFL students in IAIN
Palangka Raya fourth semester. Researcher will take, compare, review all
responders from ovservation and interviews.
REFERENCES
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Key concepts in ELT: Teachers’
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p.
Calsiyao, Irene S. (2015). ‘Corrective
Feedback in Classroom Oral Errors among Kalinga- Apayao State College Students.’
International Journal of Social Science and Humanities Research, 3/1: 135
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Clarification Requests and Explicit
Correction Affect EFL Learners’ Second Language
Acquisition Equally”( Vol.2, No.2 Special Issue on Teaching and
Learning.)
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Effect on Learners’ Uptake”
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Errors among Kalinga-Apayao State College Students” (Irene S. Calsiyao Vol. 3,
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