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A. Proposed tittle of the study

This study will be entitled “The Use of Corrective Feedback to Improve

Students’ Pronunciation Skill at Freshmen Class” ( Case Study at Freshmen Level

of English Education Program in Galuh University )”

B. Introduction

This chapter present general description of the study. The background of

the study, research question, purpose of the study, significance of the study, scope

of the study, definition of key terms, research report organization and previous

studies on this topic. The conclusion of these previous studies, the similarities and

the differentiation with the current study.

a. Background of the study

Pronunciation is fundamental to language that leads to using target speech

sounds accurately. This integral component of language is a crucial proficiency

which deeply requires to be used in real context by the students Naziri &

Haghverdi (2014). They introduced pronunciation as integral component of

communicative competence that affects using language as well as the quantity and

quality of produced output and received input (Fraser, 2000). The need for

communication the target language in the field of second language learning, is the

main reason of many efforts which were made to establish different kinds of

techniques and activities to cover pronunciation in the second language teaching

curriculum. Among these activities corrective feedback is dominant which the

main independent variable in this study was.

Today, Corrective feedback (CF) was expected as an effective factor for

pronunciation improvement. has defined CF as" responses to learner utterances

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containing an error'. Ranta and Lyster (2007) classified CF into two broad

categories: reformulations and prompts. Reformulations are those feedback

strategies that rephrase a learner's erroneous production, providing the learner

with the correct form. Prompts, on the other hand, do not provide learners with the

correct form. Instead, they push or prompt the learners directly or indirectly to

self-correct. These two types of feedback have also been called input providing

and output prompting strategies (Ellis, 2009). According to statement above,

corrective feedback is needed in learning pronunciation, in this case at freshman

level, students can use corrective feedback to correct the error pronounce.

Because, learning pronunciation with correctly pronounce are important at

freshman level to avoid wrongness continuous.

Based on the problems above, the reseacher is interested in helping

students to easily improve their pronunciation skill through corrective feedback.

This is accordance with Darabad (2004) that their argue “The effects of some

technique in corrective feedback is important for increasing accuracy in the

targeted pronunciation.” According to the explanation before, the researcher

thinks if students give corrective feedback in learning pronunciation is expected to

be able to cultivate students' motivate in learning pronounciation.

Some of previous researchers have also been researching on corrective

feedback. One of them was conducted by Fungula ( 2013 ) entittled Oral

Corrective Feedback in the Chinese EFL Classroom. In his study used Qualitative

research through semi structured interviews and non-participant observations were

employed as instrument for the data colecting process. The participants are four

chinese EFL teachers, one male and three female, with varied amounts of
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proffesional experience and different ages. The results indicate that Recast is the

most commonly used feedback method. Furthemore, the results indicate that there

are differences between teachers’ beliefs about their feedback strategies and the

observation results.

In addition, the previous study similar with the present study that the study

used corrective feedback in conducting the research and the previous study used

qualitative research. But, it is has differences with present study that in this study

the reseacher will use students at freshman classroom as participant that use

corrective feedback. Beside that, the reseacher will use classroom observation and

open ended questionaire to freshman students for collecting the data. Then, in the

present study, the reseacher will focus on pronunciation skill to apply corrective

feedback.

b. Research questions

Based on the statement above, the researcher will pose the following

questions:

1. How do students’ give corrective feedback in pronunciation practice class?

2. How does students’corrective feedback improve their pronunciation skill?

c. Purpose of the study

This research will be aimed at finding out:

1. To find out how students’ give corrective feedback in pronunciation

practice class.

2. To describe how students’corrective feedback improve their pronunciation

skill.
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d. Significance of the study

The result of this study are hoped to give theoritical, practical, and

professional significance for the researcher, the students and the teachers.

1. Theoritically, this study is expected to improve reseacher’s knowladge in

teaching pronunciation especially at freshmen level through students’ corrective

feedback. This paper also give more knowladge and benefit references to conduct

the further study. Furthermore, this study is hope preliminary input for readers or

other researchers to conduct the study in the similar area with different topic.

2. Practically, this study will be hoped improve students’ pronunciation skill

using another technique, in this case by means students’ corrective feedback. In

order to students can get positive or negative responses or comments from another

students’ if the students’ do utterances that contain error.

3. Professionally, the result of this study are hoped useful for English

teachers in that university about teaching Pronunciation Practice through students’

corrective feedback. Then give information about all students’corrective feedback.

Furthermore this study are hoped improve creativity of teaching learning method

of teacher to make pronunciation practice more interesting.

e. Scope of the study

The study itself will be focused on students’ corrective feedback, especially

to improve students’ Pronunciation skill at Freshmen level of English Education

Program in one university of Ciamis.

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f. Definition of key terms

This research will use several key terms to explain the topic. In order to

avoid the ambiguity and misunderstanding about the terms, it is necessary that the

writer defines those key terms.

1) Corrective feedback

According to (Lyster, Saito & Sato 2013, p. 2) Corrective feedback (CF) has

been defined simply as ‘responses to learner utterances containing an error’ but

also as a ‘complex phenomenon with several functions’ knowledge about this

seemingly simple yet complex phenomenon continues to grow, as research

accumulates on its role in L2 classrooms and its effects on L2 development. In his

study the reseacher wil investidate students that use corrective feedback.

2) Freshmen

Accordance to Fungula ( 2013 ) argue that freshmen is a student in the first

year of the course at a university, college, or high school. In the present study, the

reseacher will use the freshmen level in English Education Program in one

university of Ciamis.

3) Pronunciation

Pronunciation the act or result of producing the sounds of speech, including

articulation, stress, and intonation, often with reference to some standard of

correctness or acceptability: They are arguing about the pronunciation of “forte”

again.

4) Research report organization

In writing research report, the researcher divides the paper into seven parts

as follows:
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Part A is Proposed title of the study. In this part, the researcher discuss the

title of the study.

Part B is Introduction. This part discusses background of the study,

research question, purpose of the study, significance of the study, scope of the

study, definition of key term and research report organization.

Part C is Review of the Literature. This chapter discusses theoritical

framework which is covering of definition of feedback, corrective feedback, kinds

of corrective feedback, types of corrective feedback and error types.

Part D is Research Methodology. This part discusses researchh design,

population and sample, research site, research procedures, research instruments,

data analysis technique, and ethical considerations.

Part E is Timeline. This part cover the schedule for conducting the

research.

Part F is Bibliography. This part cover the all referencess. It is from books

and some journals.

Part G is Appendices. This part show the all instruments that employ for

conducting the research.

C. Review the Literature

The researcher will give clear description of the theoritical framework

which is covering of definition of feedback, corrective feedback, techniques of

corrective feedback, error types, and previous studies.

1. Definition of Feedback

It is generally accepted that feedback is an important classroom activity. It

works as a motivation tool by letting learners know how they are doing in class.
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Sheen (2011, p. 32) argues that feedback should be provided regardless of

whether the learner’s response is correct or incorrect. An example of positive

feedback is a teacher writing “well done” on a learner’s paper. Corrective

feedback, on the other hand, is the teachers’ cues to the learners to indicate that

there is an error that should be corrected. Sheen (2011, pp. 133-132) stresses that

the difference between feedback and corrective feedback is that corrective

feedback entails the presence of an error, whereas feedback as such could be

encouragement. Corrective feedback can be given in writing on learners’ written

work, or it can be given orally after an erroneous utterance. An example of

corrective feedback is a teacher making a written remark on a learner’s grammar

asking them to rephrase. Oral corrective feedback, by contrast, is described by

Lyster et al (2013, p.1) as the teachers’ responses to learners’ erroneous

utterances.

In summary, feedback is the general term, corrective feedback is feedback

which focuses on correction and oral corrective feedback is corrective feedback

focusing on students’ speech. Oral corrective feedback is also is usually given

immediately after the erroneous utterance. In the context of this study, feedback,

corrective feedback and oral corrective feedback should be understood as the

feedback that is immediately given orally by the teacher.

2. Corrective feedback

Corrective feedback (CF) has been defined simply as ‘responses to learner

utterances containing an error’ but also as a ‘complex phenomenon with several

functions’(Ellis 2006, p.28) .

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3. Students’Corrective Feedback

In order for all students to benefit from interaction in the classroom, it is

useful to have peers monitors and givers of feedback ( Marianne & Donna 2007,

p.351). This helps to sharpen their own listening skills and to put their knowledge

of pronunciation rules to immediate use. If a learner is self-correct, then the

teacher should try to elicit the correction from a classmate.

One way of structuring corrective feedback is to have students work in

groups. Groups four often work often work better than pairs because at any given

moment, there are two or three listeners ( i.e., evaluatiors) to determine if the

speaker has pronounced an utterance correctly. ( In pair work there can be

disagreement about whether the speaker pronounced the utterance incorrectly or

the listener heard it in incorectly)- so the consensus of several listener helps

resolve the question).

3. Techniques of Corrective feedback

a) Recast

Involves the teacher‟s reformulation of all or part of a student‟s utterance,

minus the error. Spada and Fröhlich (1995; cited in Lyster and Ranta 1997) also

refer to such reformulations as “paraphrase”. Recasts are generally implicit in that

they are not introduced by phrases such as “You mean,” “Use this word,” and

“You should say.” However, some recasts are more salient than others in that they

may focus on one word only, whereas others incorporate the grammatical or

lexical modification into a sustained piece of discourse. Recasts also include

translations in response to a students use of the L1. (Lyster and Ranta, 1997).

b) Clarification request
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According to Spada and Fröhlich (1995 cited in Lyster and Ranta, 1997),

indicates to students either that their utterance has been misunderstood by the

teacher or that the utterance is ill-formed in some way and that a repetition or a

reformulation is required. This is a feedback type that can refer to problems in

either comprehensibility or accuracy, or both. A clarification request includes

phrases such as “Pardon me” and, in French, “Hein?” It may also include a

repetition of the error as in “What do you mean by X?” (Lyster and Ranta, 1997).

c) Metalinguistic feedback

Contains either comments, information, or questions related to the well-

formedness of the student‟s utterance, without explicitly providing the correct

form. Metalinguistic comments generally indicate that there is an error

somewhere. Metalinguistic information generally provides either some

grammatical metalanguage that refers to the nature of the error (e.g., “It‟s

masculine”) or a word definition in the case of lexical errors. Metalinguistic

questions also point to the nature of the error but attempt to elicit the information

from the student (e.g., “Is it feminine?”). (Lyster and Ranta, 1997).

d) Elicitation

According to Lyster this type of feedback refers to at least three techniques

that teachers use to directly elicit the correct form from the student. First, teachers

elicit completion of their own utterance by strategically pausing to allow students

to “fill in the blank” as it were (e.g., “C‟est un . . . ”). Such “elicit completion”

moves may be preceded by some metalinguistic comment such as “No, not that.

It‟s a . . . ” or by a repetition of the error as in the following example. ( Lyster and

Ranta, 1997)
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e) Repetition of error

Refers to the teacher‟s repetition, in isolation, of the student‟s erroneous

utterance. In most cases, teachers adjust their intonation so as to highlight the

error. (Lyster and Ranta, 1997).

f) Explicit correction

Explicit correction that clearly indicating that the student's utterance was

incorrect, the teacher provides the correct form. (Lyster and Ranta, 1997).

4. Error types

When correcting, it is paramount to identify the type of error the learners

make because it is not always the case teachers want or need to correct everything.

Errors have been categorized by Mackey et al. (2000) and Nishita (2004 cited by

Yoshida, 2008) as:

(1) Morphosyntactic error. Learners incorrectly use word order, tense, and

particles.

(2) Phonological error. Learners mispronounce words (or we suggest it

could also include suprasegmental errors).

(3) Lexical error. Learners use vocabulary inappropriately or they

codeswitch to their first language because of their lack of lexical

knowledge.

(4) Semantic and pragmatic error. Misunderstanding of a learner‟s

utterance, although there is not any grammatical, lexical or phonological

errors.

According to Lyster and Ranta (1997) distinguished six types examples in

their often-cited classroom observation study:

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1) Explicit feedback: teacher provides the correct form and clearly indicates

that what the student said was incorrect.

S: He comes/s/ back home at 12:30. (Phonological error)

T: No, he comes/z/ back home at 12:30. (Explicit feedback)

2) Recasts: the teacher’s reformulation of all or part of a student’s utterance,

minus the error.

S: She watches/z/ TV every day. (Phonological error)

T: Okay, watches/ɪz/. (Recasts)

3) Clarification requests: question indicating that the utterance has been

misunderstood or ill-formed and that a repetition or reformulation is

required.

S: Ali goes/ɪz/ to school every morning. (Phonological error)

T: Sorry. (Clarification requests)

4) Metalinguistic feedback: contains either comments, information, or

questions related to the well-formedness of the student’s utterance, without

explicitly providing the correct form.

S: The teacher teaches/z/ English. (Phonological error)

T: No. (Metalinguistic feedback)

5) Elicitation: teachers try to elicit the correct form by asking for completion

of a sentence, or asking questions, or asking for a reformulation.

S: David learns/ɪz/ Arabic. (Phonological error)

T: David……….( Elicitation)

S: David learns/z/ Arabic.

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6) Repetition: the teacher’s repetition, in isolation, of the erroneous

utterance.

S: He sleeps/z/ at 9:30 every night. (Phonological error)

T: No, He sleeps/s/ at 9:30 every night. (Repetition)

5. Previous Studies

The reseacher will discuss 3 previous studies ;

1. Tung-tao (2007) . A Teacher’s Corrective Feedback in Freshman English

Class.

Firstly, This aim of the research is to find out teacher’s corrective employ in

the class. And the result show the most frequently found feedback type was

explicit correctios, followed by clarification request, metalinguistic feedback, and

elicitations. A further analysis of the teacher’s corrective feedback types indicated

that explicit corrections were multifacetedly utilized in her class. There is

similarity from present study that in conducted the research employ feshman class

as participant. But. In the present study, the reseacher will focus on students’

corrective feedback to improve their pronunciation skill.

2. Darabad, Muhammad A ( 2014 ) . Corrective Feedback Interventions and EFL

Learners’ Pronounciation : A case of –s or –es Ending Words. International

Journal of Learning & Development, 4, pp 40-58.

Secondly, this study investigate the impact of two corrective feedback

techniques (recasts and prompts) on EFL students’ performance in

pronunciation.In the end, the findings show,the effects of recasts were greater than

those of prompts for increasing accuracy in the targeted pronunciation of final

English –s and –es ending words. In present study, the reseacher the reseacher
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will observe how students’ employ corrective feedback to improve their

pronunciation skill.

3. Fungula, Nsimba A ( 2013 ) . Oral Corrective Feedback in the Chinese EFL

Classroom : Method employed by teachers to give feedback to their students.

Karistads University.

The study is on Chinese EFL teachers’ usage of different oral corrective

feedback (OCF) types as well as their own beliefs as to what strategies they make

use of most frequently and what they do to improve their own OCF. In present

study, the reseacher will investigate students’ corrective feedback usage in

pronunciation practice.

D. Research Methodology

This chapter discusses research design, population and sample, research site,

research procedures, research instruments, data analysis technique, and ethical

considerations.

a. Research design

Relevant to the research purpose and research questions, a qualitative

method will be applied in this research. Qualitative research concerns with

process and tend to analyze and interpret of comprehensive visual data than

number to know what their participants do in this study (Fraenkel and Wallen,

2007, p. 423).

In this study, the reseacher will apply naturalistic qualitative research

design; it means that the writer did not manipulate the classroom activities. The

study is focused on observation classroom activities, including describing and

identifying students’corrective feedback during pronunciation classroom

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activities. In the research the reseacher will used case study as the research design

because the study was describing the detail description about the case. According

to Fraenkel and Wallen (2007, p. 430) say that “what case study researchers have

in commons is that they call the object of their research cases, and they focus their

research on the study of such cases.” That’s why the reseacher choose case study

as the research designed.

First, case study focus on individual, classroom, school or program, and the

study is focus on the case students’ give corective feedback in learning

pronunciation. Secondly, case study is much needed in elaborate the deep rich

data of the investigation from the case that was being an object in this case. The

last, case study is very relevant with the case that should be manipulated and

investigated. The research will focus on the students’ use of corrective feedback in

learning pronunciation.

b. Population and sample

The participant of the study is all of English students who learning

pronunciation of English Department Program in one university of Ciamis.

According to Fraenkel and Wallen (2007, p. 92), “A sample in research study is

the group on which information is obtained. The larger group to which one hopes

to apply the results is called population.”

This study will use purposive sampling as sampling technique. According to

Creswell (2008, p. 14), “….the researchers intentionally select individuals and

sites to learn or understand the central phenomenon.” Therefore the reseacher will

take one of the freshman level as a sample of this study. In determining the

sample, the reseacher will apply purposive sampling. By applying the purposive
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sampling, the writer will use the class that can use corrective feedback in learning

pronunciation, and the reseacher will use 2 freshmen class for conducting

research.

The reseacher argue that the freshmen level of English education program

who learn pronounciation through students’ corrective feedback was more

interesting. Because in learning pronounciation should be correct in pronouncing

all utterance. In conclusion, it will give more opportunities to investigate the case

of this study in the term of Students’Corrective feedback to improve their

pronounciation skill. So, it will be suitable to do the observation.

c. Research site

This research will be conducted in Galuh University in Ciamis regency,

West Java. There are several reasons why the researcher will choose this

university as the research site. Firstly, in the point of researcher view the

familiarity and the comfortable of the situation will be enabling the researcher to

conduct the research at this university. Secondly, the researcher thinks that the

university is relevant with the topic which the writer investigates about.

d. Research procedures

The procedural steps are very important in considering the study. The

researcher will follow several procedures in conducting the study.

Firstly, in collecting the data, the researcher will divide the study into two

steps. The first step is observation. The observation will be conducted at the

beginning of the study. The observation is the activities in the teaching and

learning process of the students’ corrective feedback in pronunciation. The two

step is questionnaire; the questionnaire will be conducted after the observation.

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The reseacher will give questionnaire only to the students; the questionnaire will

give the writer information about the students corrective feedback to improve

their pronunciation skill.

Finally, the data obtained from the observation and questionnaire will be

analyzed by interpreting the data. Moreover, the reseacher will draw some

conclusion and give some suggestion based on the result of the study.

e. Research instruments

In conducting the study, the researcher will use two instruments as data

collecting technique. The instruments are needed to provide the information of

what being happen in this study. There are two instruments that will be used in

this study: observation and questionnaire.

1. Observation

In collecting the data, the researcher will use observation classroom to know

and investigate corrective feedback that used by the students in learning

pronunciation. The researcher will use a camera and video recorder to record the

classroom activities. According to Fraenkel and Wallen (2007, p. 440), “certain

kinds of research questions can be best answered by observing how people act or

how things look.” In this study, the researcher will do the observation to

investigate about the students do the pronunciation practice and the another

students responses about corrective feedback in learning pronounciation. Beside

that, the reseacher will observe teacher ccomment about corrective feedback that

give by students. In this case, the researcher will be non participant observation. It

means that the writer will not participant in the classroom activity being observed.

The researcher will only record the classroom activities of learning pronunciation.
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The observation will take in naturalistic observation; it means that the researcher

will not manipulate the data or activities but the researcher will only record the

activities of learning pronounciation.

2. Questionnaire

In conducting the data the researcher will also use questionnaire to know

about the students respond about the studenst’ corrective feedback in learning

pronounciation. (Hancok, Algozzine, 2007, p.67) Instruments created by the

researcher often provide a powerful means by which to collect information

pertaining to the researcher’s questions. These instruments may include surveys,

questionnaires, and examinations administered to individuals who have insight

into the research situation.

f. Data analysis technique

1. Classroom observation

The data analysis is needed to interpret and to give the depth meaning of the

data collection from the study. In observation, qualitative researchers obtain data

by simply watching the participants. The emphasis during observation is on the

naturalistic setting where the writer or researcher cannot manipulate the data and

the process of teaching and learning (Fraenkel&Wallen, 2007, p. 440).

Then, the results of the observation would like to use to answer the research

questions of this study. In order to answer the research questions of the study,the

data from observation will be analyzed by transcribing, exploring and

categorizing the data. First, the researcher prepares the video recorder to record all

activities in the classroom that is related to the students’ corrective feedback in

learning Pronunciation. In other hand, the reseacher will observe teacher comment
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about corrective feedback that give by students. While the writer observes the

participant, the researcher also writes the important things related to this study by

using notes. Moreover, the writer classifies and describes them to present the data.

Then, the researcher interprets and comments on the present data. Finally, she

concludes and verifies the data.

2. Questionnaire

After doing the observation, the reseacher will conduct questionnaire

(Close Ended Questionnaire) to Freshmen students. The aims of questionnaire

itself to know and investigate the respond of the students give corrective

feedback in learning pronounciation. By using questionnaire the reseacher will get

the rich and deep data. According to Creswell (2008, p. 138) identifies four types:

self-administered questionnaires; interviews; structured record reviews to collect

financial, medical, or school information; and structured observations. Based on

the explanation before, the reseacher argues that questionnaire is needed to make a

deep investigation about the study. In brief, there is some process of conducting

questionnaire to the students.

The questionnaire itself will be served in the term with some questions

about students corrective feedback can improve their pronunciation skill, the

students will answer the question based on their respond and perception. After

that, the data will be analyzed with qualitatively. Nevertheless, quantification was

also used to describe the data in percentage.

g. Ethical Considerations

In conducting the study, ethical practices are very important to be

considered. Refer to statement aforementioned, Creswell ( 2008, p.23 ) argue

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“Practicing ethics is a complex matter that involves much more than merely

following a set of static guidelines such as those from professional associations or

conforming to guidelines from campus institutional review boards.”

In this case the reseacher will aply some ethical considerations to her study

as follows, for the first the reseacher must be permitted by the institution, the

lecturer, and students being participants for conducting the research. In writing the

paper the reseacher should avoid plagiarism. Then, in the process of conducting

the research, the reseacher will not mention who is the people investigated by her.

She just will mention the participants by means of Mr./ Mrs.X. Beside that, the

reseacher will not harm all off the people who are mixed up with this study

(participants). Finally, in result of the study the reseacher will keep their privacy

and anonymity. and the reseacher will inform consent form which should be

signed by the participants.