This research presented about “Students’ Perception toward Teachers’ Corrective
Feedback In Teaching Speaking at MAN 2 Bone”. The objective of this research was
to describe students’ perception toward teachers’ corrective feedback in teaching
speaking. This research used qualitative descriptive approach, employs a research
through interview. The participant of this research is students from XI MIPA 3. The
procedure of collecting data is performed through interview and documentation. The
researcher interview the students using direct conversation in order to find out the
information that suppose to provide concrete data relating to the discussion. The result
of this research are most of the students have interested when teacher correct their
errors, they preferred three types of corrective feedback used in their class, those are
explicit, metalinguistic and recast feedback, then the students believed that corrective
feedback have increased their motivation and in improving their speaking ability.
A. Conclusion
Based on the result of data analysis and discussion in the previous chapter, the
researcher concluded that most of students at the Eleventh grade of MAN 2 Bone
exactly class XI MIPA 3 believed that feedback provided by their teacher has the
significant effect in their learning achievement. Therefore they feel happy when get
correction from the teachers. That feeling allowed them positive atmosphere to follow
the lesson properly. On the contrary, the way of teacher corrected cause them lose
their self-confidence and unmotivated to follow the lesson. Those different
experiences from the students also create the different type of oral corrective feedback
preferred. In general they preferred three types; explicit, metalinguistic and recast
feedback.
B. Suggestion
Based on the conclusion above the researcher put some suggestion for the
teacher as follows:
a. It is important to consider the students’ characteristic, the assignment that is
given, and the classroom atmosphere.
b. Further, feedback is more effective when it does not carry “high threats to
self-esteem”.
c. Therefore, it is important to know students’ preferences for the types of
feedback that will be given to them.

STAR20210235

235/2021

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