EFL STUDENTS' RESPONSES TOWARDS ORAL PRESENTATION'S CORRECTIVE FEEDBACK - Belinda Ramadhan Putri Nurhana, - (2022)
Tujuan dari penelitian ini adalah untuk mengetahui respon siswa terhadap umpan balik dan harapan mereka terhadap Corrective Feedback. Penelitian Tindakan Kelas dilakukan dengan melibatkan tiga puluh delapan siswa EFL dari kelas 10 di salah satu SMA di Sumedang, Jawa Barat. Dalam penelitian ini, Corrective Feedback dan wawancara dilakukan kepada lima siswa dan menggunakan analisis naratif sebagai alat untuk mengelaborasi penemuan. Data dikumpulkan dengan menggunakan paradigma kualitatif berdasarkan presentasi lisan siswa menggunakan teks deskriptif tentang idola mereka dan tanggapan mereka terhadap Written Corrective Feedback yang diberikan. Hasil penelitian menunjukkan bahwa berdasarkan presentasi lisan siswa, ditemukan kesalahan umum terkait grammar, article, pronouns, verbs, dan conjunction. Semua siswa yang diwawancarai setuju bahwa Corrective Feedback yang diberikan memberikan tetapi lebih memilih Oral Corrective Feedback akan lebih berdampak dan mereka berharap pelajaran Bahasa Inggris harus menyenangkan dan menarik untuk menghindari kegugupan mereka dalam proses belajar. Kesimpulannya, meskipun Written Corrective Feedback bukanlah jenis umpan balik terbaik bagi para siswa, mereka semua mengakui dampak positifnya dan mereka ingin Bahasa Inggris menjadi pelajaran yang menyenangkan. Kata kunci: Corrective Feedback, teks deskriptif, siswa EFL, presentasi lisan, Written Corrective Feedback The aim of this study was to find out the students' response to feedback and their expectation towards the corrective feedback. Classroom action research was employed involving thirty-eight EFL students from 10th grade in one of the high schools in Sumedang, West Java. In this research, corrective feedback and in-depth interview were conducted to five students and used narrative analysis as a tool to elaborate the results. The data were collected by using qualitative paradigm based on students' oral presentations using descriptive text about their idols and their responses to the written feedback given. The results showed that based on their presentation, common mistakes were found related to grammar, articles, pronouns, verbs, and conjunction. All of the interviewed students agreed that corrective feedback given but they prefer oral feedback will be more impactful and they expect English lesson should be fun and engaging to avoid their nervousness in learning process. In conclusion, even though the written feedback is not the best type of feedback for the participants, they we all acknowledged regarding its positive impact and they wanted English to be an enjoyable lesson. Keywords: Corrective feedback, descriptive text, EFL students, oral presentation, written feedback