CHAPTER I

INTRODUCTION
A. Background of the Study
Language is an important component to human life in the world. Every country
has their own language but it is not impossible to learn another language. One of
languages which is learned by most people in the world is English. For most people
English is easy, but English is claimed to be difficult to be learned by some people. Most
people who learn English find the difficulty on vocabulary or pronunciation, because
English is an unfamiliar language in their country. It means that people cannot speak
English fluently. Lazarton (2002:103) in Fauziati (2015:102) stated that this is the reason
why speaking in a foreign language is not an easy task for language learner. They are not
prepared for spontaneous communication and cannot cope with all of its simultaneous
demands. Speaking skill will be easy to be learned if they often use it in their daily life.
More practice will make it easier to get good speaking ability. According to Ladouse
(1991) speaking is described as the activity or the ability to express oneself in the
situation, or the activity to report acts, or situation in precise words or the ability to
converse or to express a sequence of ideas fluently.
English Department is one of the departments in the Faculty of Teacher
Training and Education of Muhammadiyah University of Surakarta. In English
Department, students learn about all aspects which are used in teaching English. There
are some English language skills namely, speaking, listening, writing, and reading. In the
first semester, the students learn about basic materials. In the next semester, the students
learn more complex and detailed materials. These englisg language skills are learned in
the first semester to fourth semester, but writing skill is still learned in fifth semester.
The researcher chooses one of those skills which is speaking skill to be researched in this
research. In speaking class, the students have much practices. Each semester there is
different aspect which must be learned and practiced by the students. The students learn
and practice how to speak decent English. Speaking subject in English Department will
help the students to understand easier and can develop their ability in speaking foreign
language.
The students who learn foreign language, especially in English department
claim that speaking subject is one of the most important subjects. In Fauziati (2015:101),
(Hymes, 1972) explained that the practice of Communicative Language Teaching has

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become the central exercise in foreign language classrooms. To most people, mastering
the art of speaking is the single most important aspect of learning a second or foreign
language, and success is measured in terms of the ability to carry out a conversation in
that language; as Balley and Savage (1994; vii) state that “speaking in a second or
foreign language has often been viewed as the most demanding of the four skills”. In
English department at Muhammadiyah University of Surakarta, speaking is learned by
the students in the first semester to fourth semester. The aspect is different from one
semester and another. There are many corrective feedbacks which are given by the
lectures when the students do speaking in the class. Each grade of students gets different
corrective feedback. The lectures give correction for the students mistakes directly.
Corrective feedback is an information or critic which is given by the teachers or
lectures who teach their students. Corrective feedback is done in all levels of speaking
subject starting from play group to university.Corrective feedback will give information
about the accuracy of learner’s utterance, whereas the correction would suggest that the
students actually learn and improve their knowledge of the language with the help of the
correction (Long 1977, as quoted in Ellis 1994:71). Corrective feedback is an
information or critic from teacher to the learners, corrective feedback can improve the
learner’s speaking ability. According to Ellis (1994: 702) corrective feedback is an
information given to the learners which they can use to revise their inter language.
In the class, the teachers give assignment for the students to practice. Before
students practice, the teachers usually give explanation about what the students will do
for practicing and it is a teacher’s role to help the students to understand the material.
The materials are not always easy, sometimes the students find it difficult to understand
materials and make them doing mistakes. Even if the students have already understood
the materials, error can still happen in their practice. The errors often happen, because
they do not totally understand the materials or because they do not have many
vocabularies to remember so that makes difficult to speak appropriately. Thus, that error
makes teacher’s corrective feedback is needed. Hopefully, corrective feedback can
develop the speaking ability of the students.
The researcher chooses speaking class in English Department because there will
be many practices for the students so that the lecture will give many corrective feedbacks
too. Based on the background above the researcher carries out the research entitled
“TEACHERS’ ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASS AT

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 ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF
SURAKARTA”.
B. Scope of the Study
To clarify the problem, the writer limits those problems in corrective feedback
which is given by the lectures in English department.
C. Problem Statement
In this case, the researcher formulated the problem statements as follows:
1. What are the types of corrective feedback used by the teachers?
2. What is the frequency each type and the dominant type used by the teachers?

D. Objective of the Study

Based on the problem statements above, the study aims to describe:
1. The types of corrective feedback which are used by the teachers to give feedback for
their students.
2. The frequency of each type and the dominant type of corrective feedbackwhich is
used by the teachers.

E. Sigificance of the Study

This study is expected to give some theoretical and practical study benefits.
1. Theoretical Benefit
This research can be used by the other researcher as a reference. Moreover, it also
can be used as information about corrective feedback in speaking skill.
2. Practical Benefit
a. For the researcher, it can improve the knowledge about corrective feedback. The
researcher have an alternative source when they intend to do another research
about the same subject or skill. And the researcher can develop their ideas based
on this research.
b. For teacher, it can be an alternative to give correction for their students and also
provides teachers with a new understanding about corrective feedback in
speaking skill. They will have an alternative technique to improve their
students’ speaking skill.
F. Research Paper Organization
The paper consists of five chapters. Each chapter will be discussed as follows:

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Chapter I tells about introduction which consists of background of the study, scope of
the study, problem statement, objective of the study, significant of the study, and
research paper organization.

Chapter II is review of related literature. It consists of previous study, underlying

theory, theory of corrective feedback, notion of corrective feedback, types of
corrective feedback, and function of corrective feedback.

Chapter III extends of research method. It discusses the type of the research, object of
the research, research participant, data and data source, method of collecting data,
technique of data analysis, and credibility of data.

Chapter IV is research findings and discussion. It includes description of data and

discussion.

Chapter V is conclusion and suggestion. It offers conclusion of the result of research

and suggestions for the other researchers.