TYA RIZKA RACHMANIA, 121611223023 (2018) ANALYSIS OF CORRECTIVE FEEDBACK USED BY ENGLISH TUTORS IN CONVERSATION CLASS AT RUMAH BAHASA SURABAYA. Skripsi thesis, Universitas Airlangga.

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Abstract

Making error is a crucial part in the process of learning a foreign language. To prevent learners from making the same errors as well as to help them progress, corrective feedback plays an important role in English as Foreign Language class. Corrective feedback is used as an indication to the learners that their use of the target language is incorrect. The aim of this study is to reveal the use of corrective feedback used in English conversation class at Rumah Bahasa which consist of adult learners. In obtaining the data, three conversation classes were observed, recorded, and transcribed. Interview with the tutors were conducted and transcribed. In analyzing the data, Roy Lyster and Leila Ranta‘s theory of corrective feedback was used. Six types of corrective feedback: recast, elicitation, clarification request, repetition, metalinguistic feedback, and explicit correction, were identified. The results show that recast was the most used type with 57 times out of 77 total corrective feedback. Meanwhile the least used type is repetition with 1.2% of the total corrective feedback. Moreover, repetition, explicit correction, and elicitation were not present in some classes. There were several reasons of the tutors for giving corrective feedback: time saving, focusing on the goal of the class, and improving the learners‘ accuracy to name a few.

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