Vita Oktavia, 2201417113 (2023) EXPLORING ORAL CORRECTIVE FEEDBACK IN REDUCING STUDENTS’ SPEAKING ANXIETY OF IX GRADERS AT SMPN 20 SEMARANG. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

The study aimed to explore oral corrective feedback in reducing students' speaking anxiety in SMPN 20 Semarang to oral corrective feedback and explore Oral Corrective Feedback in Reducing Students' Speaking Anxiety in class. The subjects of this study were students of class IX at SMPN 20 Semarang. This research observes they dig deeper into how to increase students' self-confidence so they can be confident in using English without fear of making mistakes. The focus of this research is to explore the types of oral feedback teachers give students and explore students' perceptions of oral corrective feedback that can help reduce speech anxiety. This study uses a qualitative descriptive research method. Data collection methods in this study used questionnaires and interviews. According to Miles and Huberman (1994), this study uses data analysis. The results of this study are (1) Teachers use several types of oral corrective feedback based on questionnaires and interviews. The teacher uses this oral input because it makes students more confident and braver in speaking without feeling blamed so that students can improve their speaking skills. However, the Explicit Correction and repetition types were most frequently used in exploring verbal corrective feedback. It was concluded that the teacher has successfully explored oral corrective input in class; (2) Providing verbal corrective feedback can help reduce speech anxiety. Students can improve their speaking skills with verbal corrective feedback provided by the teacher.

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