Abstrak

Kembali

This Thesis aims to describe the contribution of oral corrective feedback strategies to improve students’ speaking skill, to investigate the effective types of oral corrective strategies, to find out the students responses to the use of oral corrective feedback during speaking activities. The research was action research in three research cycles. In the study, the researcher collaborated with an English teacher as the observer. The data of this research were qualitative in nature supported by quantitative data. Qualitative data were obtained from the result of classroom observation and interviews. Quantitative data were obtained from pre test and post test results. The instruments for collecting the data were observation sheet, interview guides and the pre test and post test. The result of the three cycles show that teaching and learning process used oral corrective feedback improve the students’ speaking skill. It is supported by the qualitative and quantitative data which show that (1) contribution of oral corrective feedback can be shown that the students correct 88 mistakes successfully of 132 correction given and there are improvement of student score from cycle 1, 2 to 3. (2) the effective types of oral corrective feedback are recast and optional. (3) the responses of the use of oral corrective feedback are proved that they learn from the correction given and they feel happy and have fun although they get the correction. From the result above, it can be concluded that the role of oral corrective feedback can improve students’ speaking skill.