Teacher's Interactional Feedback in “Teen Conversation 1” Class

Authors

  • Shellania Hariningsih Petra Christian University, Jl. Siwalankerto No.121-131, Siwalankerto, Wonocolo, Surabaya

DOI:

https://doi.org/10.9744/katakita.5.3.121-127

Keywords:

MEH-K modifikasi, trig3-CNS, CO-LS, kriging shape function, plane stress dan plane strain, MATLAB

Abstract

This study is done to find out (1) the types of interactional feedback used by the teacher of Teen Conversation 1 Class and (2) the types of interactional feedback used by the teacher of Teen Conversation 1 Class toward each of the student. In order to answer the research questions, the writer chose the types of interactional feedback by Nassaji (2015) as her guideline. This study is a qualitative research. The writer collected the data by audio recording the classroom activities of Teen Conversation 1 Class and having a semi-structured interview with the teacher. The findings of this study show that five out of seven types of interactional feedback appeared in the classroom. The five types of interactional feedback found in the class were Recast, Direct Correction, Clarification Request, Direct Elicitation, and Metalinguistic cues. Recast, especially Declarative Recast was the type of feedback used the most by the teacher. In conclusion, the teacher used different types  of interactional feedback to each of the student, concerning their different needs and weaknesses.

Author Biography

  • Shellania Hariningsih, Petra Christian University, Jl. Siwalankerto No.121-131, Siwalankerto, Wonocolo, Surabaya
    English Department

References

Nassaji, H. (2015). The interactional feedback dimension in instructed second language learning: Linking theory, research, and practice. London: Bloomsbury.

Walsh, S. (2014). Classroom interaction for language teachers. Odenton: Gasch Printing.

Walsh, S. (2011). Exploring classroom discourse: Language in action. New York: Routledge.

Zacharias, N. T. (2012). Qualitative research methods for second language education. Newcastle: Cambridge Scholars Publishing.

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Issue

Vol. 5 No. 3 (2017)

Section

Articles

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