ADDRESSING MISTAKES OR ERRORS AND GIVING FEEDBACK

PAPER ASSIGNMENT
Lecturer: Dr. Hj. Rofiqoh, M. Ed.

CREATED BY GROUP 8 :
Muh. Riza Azizi_A12122154
Putri Andi Koro_A12122163
Nur Ainun Magfira_A12122137
Willda A. Latuasan

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
LANGUAGE AND LITERATURE MAJOR
UNIVERSITAS TADULAKO
2024
 PREFACE

Alhamdulillahhirabbil'alamin, we express our praise and gratitude to the presence of Allah

SWT, the Most Compassionate and Merciful. With His grace and guidance, we have been
able to complete the task of writing the paper titled 'Addressing Mistakes or Errors And
Giving Feedback' on time and without any obstacles.

We are deeply thankful to Dr. Hj. Rofiqoh, M. Ed., our lecturer for the Teaching English as a
Foreign Language course. With the completion of this paper, we aim to provide insights that
enrich the readers' understanding. May the knowledge gained from this paper be beneficial to
the readers.

We acknowledge that this paper is far from perfect due to our limited knowledge and
experience. Therefore, with criticism and suggestions from the readers, we hope to improve
our paper in the future. We are immensely grateful to all those who have assisted us in
completing this paper.

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 TABLE OF CONTENT

PREFACE................................................................................................................................................ii
TABLE OF CONTENT.........................................................................................................................iii
CHAPTER I
INTRODUCTION
A. Background...................................................................................................................................4
B. Problems Posed.............................................................................................................................5
C. Purpose.........................................................................................................................................5
CHAPTER II
DESCUTION
A. Approach to Error Awareness.............................................................................................................6
B. Effects of Error Correction Feedback on Students’ Language Competence and Skills...............10
CHAPTER III
CLOSING REMARKS..........................................................................................................................12
A. Conclusion..................................................................................................................................12
B. Suggestion...................................................................................................................................12
REFRENCE
 CHAPTER I

INTRODUCTION
A. Background
In any learning process, encountering mistakes or errors is not only inevitable but also
integral to growth and improvement. Whether in educational settings, professional
environments, or personal development, individuals constantly navigate the terrain of making
errors and learning from them. Addressing mistakes effectively and providing constructive
feedback are essential components of fostering a culture of continuous improvement and
development.
Furthermore, providing feedback plays a crucial role in the process of addressing
mistakes. Effective feedback serves not only to highlight areas for improvement but also to
guide individuals towards specific actions they can take to enhance their performance.
Feedback should be timely, specific, and actionable, providing clear direction for how
individuals can adjust their approach or behaviour to achieve better outcomes. Additionally,
feedback should be delivered in a constructive manner, emphasizing strengths while also
identifying areas for development, thereby fostering a supportive and encouraging learning
environment.
In educational contexts, addressing mistakes and providing feedback are central to
facilitating student learning and academic growth. Research in education has emphasized the
importance of formative assessment, which focuses on providing feedback throughout the
learning process to guide students towards mastery of skills and concepts. By incorporating
feedback loops into instructional design, educators can create opportunities for students to
reflect on their learning, identify areas for improvement, and make necessary adjustments to
their approach.
Similarly, in professional settings, effective feedback mechanisms are essential for
promoting employee development and organizational success. Feedback not only helps
individuals understand their performance relative to expectations but also cultivates a culture
of accountability and continuous improvement within the workplace. When delivered
constructively and thoughtfully, feedback can inspire employees to take ownership of their
professional development and strive for excellence in their work.
B. Problems Posed
 What is the definition of error awareness?
 What are the root causes of errors?
 What are the effects of error Correction feedback on student’s linguistics ability?
C. Purpose
 To understand the definition of error awareness
 To understand the root causes of errors
 To understand the effects that correction feedback on student’s linguistics ability
 CHAPTER II

DESCUTION

A. Approach to Error Awareness

It is in our nature as humans to strive for something great, to pursuit of excellence across various
fields, to become better than our past selves. But in order to achieve said greatness mistake is bound
to be made along the way, only in the acknowledgment and understanding of errors progression is
achieved. Error awareness, as a concept, is so much more than just recognizing mistakes, it
encapsulates the act of actively identifying, analysing, and rectifying errors in search of progression or
improvements. Although errors are considered bad especially when it comes to learning a new
language, error awareness have several important benefits, both for the student and the teacher. To
understand the approach of error awareness, firstly we must understand the following topics:

1. Concept of Error Analysis

Error analysis is an act of mindful observation of learning language through errors
and mistakes. Richards et.al (1985:96) state that error analysis is the study of errors
made by the second and foreign language learners. Error analysis may be carried out
in order to (a) find out how well someone knows a language, (b) find out how a
person learns a language, and (c) obtain information on common difficulties in
language learning, as an aid in teaching or in the preparation of teaching materials.
This definition stresses the functions of error analysis.

Another concept of error analysis is given By Brown (1980:166). He stated that error
analysis is the process of observation, analysation, and classification of deviation with
the rules of the second language and then to reveal the systems operated by learner.
Also, the same concept has been proposed by Crystal (1987:112) i.e. error analysis is
a technique for identifying, classifying and systematically interpreting the
unacceptable forms produced by someone learning a foreign language, using any of
the principles and procedures provided by linguistics.

The three definitions above clarify that error analysis is an activity to identify, classify
and interpreted or describe the errors made by someone in speaking, writing, or any
kind of linguistic skill. It is carried out to obtain information on common difficulties
faced by someone in speaking or in writing English sentences.
2. Identifying Errors
Error is defined as an act involving an unintentional deviation from truth or accuracy.
It is different from mistake, which defined as to misunderstand the meaning or
intention. According to Ghozali, error is different from mistake in that it reflects
learner’s competence, while mistakes occur because of some other causes such as
falls start, fatigue, short memory or other physical and emotional conditions. Then,
based on Corder in the ‘Second Language Ruler’, performance errors are called
“mistakes” while the systematic deviations which are caused by the learner’s still
developing knowledge of the second language rule system are called “error”.

For example, imagine a learner of English as a second language saying, "I go to the
market yesterday."
 If the learner knows the correct form ("went" instead of "go") but makes a slip-up
in their speech or writing, such as due to tiredness or distraction, it's considered a
'mistake'. They are aware of the correct form but failed to produce it correctly on
this occasion.
 However, if the learner consistently uses "go" instead of "went" because they
haven't yet fully grasped the past tense rule in English, it's considered an 'error'.
This is a systematic deviation resulting from their developing understanding of the
language's rules.

3. Causes of Errors
There are mainly two major sources of errors in second language learning. The first
source is interference from the native language while the second source can be
attributed to intralingual and developmental factors. The native language of learners
plays a significant role in learning a second language. Errors due to the influence of
the native language are called interlingual errors. Interlingual errors are also called
transfer or interference errors. Intralingual and developmental errors are due to the
difficulty of the second/target language.

Intralingual and developmental factors include the following:

a) Simplification: Learners often choose simple forms and constructions instead
of more complex ones. An example of simplification might involve the use of
simple present instead of the present perfect continuous.

b) Overgeneralization: This is the use of one form or construction in one context

and extending its application to other contexts where it should not apply.
Examples of overgeneralization include the use of comed and goed as the past
tense forms of come and go and the omission of the third person singular s
under the heavy pressure of all other endless forms as in I.e. go. It should be
noted that simplification and overgeneralization are used by learners in order
to reduce their linguistic burden.

c) Hypercorrection: Sometimes the overexaggerating of teachers in correcting

their students' errors induce the students to make errors in otherwise correct
forms. Stenson (1978) calls this type of error "induced errors." For example,
imagine a student, Alex, who is learning English as a second language. In
class, Alex confidently says, "I have two brothers and one sister. “The teacher,
eager to correct any mistakes, immediately interjects, "No, Alex, it's 'I have
two brothers and one sister’. “However, instead of recognizing that the
correction pertains specifically to the singular "brother" in this context, Alex
generalizes the correction. From then on, Alex starts saying things like "I have
two brothers and one sister," incorrectly using the plural "sisters" instead of
the singular "sister" because they have been induced to make errors by the
teacher's overcorrection.
In this scenario, the teacher's overzealousness in correcting Alex's error has
led them to make induced errors in otherwise correct forms, as described by
Stenson (1978).

d) Faulty teaching: Sometimes it happens that learners' errors are teacher-induced

ones, i.e., caused by the teacher, teaching materials, or the order of
presentation. This factor is closely related to hypercorrection above. Also, it is
interesting to note that some teachers are even influenced by their pupils'
errors in the course of long teaching.
e) Fossilization: Some errors, specially errors in pronunciation, persist for long
periods and become quite difficult to get rid of. Examples of fossilized errors;
Maria, an English learner, struggles with pronouncing the "th" sound, often
substituting it with a "d" sound. Despite efforts to correct this error, it persists
over time, proving difficult to overcome.

f) Avoidance: Sarah, an English learner, struggles with the pronunciation of the

"r" sound. Frustrated by her difficulty, she tends to avoid words containing
this sound in conversations and presentations. Despite knowing the correct
pronunciation, Sarah's avoidance hinders her progress in mastering English
pronunciation. This illustrates how avoidance can perpetuate pronunciation
errors and impede language development.

g) Inadequate learning: This is mainly caused by ignorance of rule restrictions or

under differentiation and incomplete learning. An example is omission of the
third person singu- lar s as in: He want.
B. Effects of Error Correction Feedback on Students’ Language Competence and Skills
In the realm of language learning and education, error correction feedback plays a crucial
role in helping students improve their language skills. This feedback not only helps students
correct their mistakes, but it also shapes their overall language competence. As educators
strive to find effective strategies for language learning, understanding the intricacies of error
correction feedback becomes essential. Here are some the effects of error correction feedback
on students’ language competence and skill according to several researcher.

1. To Trigger Self-learning
Various studies have been conducted to examine the effects of different strategies for
providing feedback on learning outcomes. According to a study by Sanavi and Nemati
(2014), corrective feedback is not intended to directly teach learners how to
pronounce words or improve their phonetics in a specific language. Instead, its
purpose is to encourage self-correction. This approach suggests that it is more
effective to delay the application of corrective feedback, allowing learners to naturally
recognize their mistakes and make corrections on their own. Sanavi and Nemati
(2014) also point out that while error correction is important in language learning, it
can have negative effects on the progress of second language learners.
.
2. Improve Learning Performance
Some experts argue that the feedback given by teachers to language learners can have
a positive impact on their learning and performance. A study conducted on French
learners examined four different strategies for providing corrective feedback, and it
was found that recasts were the most commonly used approach. However, alternative
feedback methods such as elicitations, repetitions, and clarification requests were
found to be more effective in helping learners correct their pronunciation mistakes.
This research suggests that certain feedback approaches can improve the learning of
language basics and pronunciation. Additionally, many researchers believe that
corrective feedback fosters a healthy interaction between teachers and students, which
is crucial in language classes. Corrections in the learning process are also seen as
playing a helpful and constructive role.
3. Ensuring Good Language Learning Foundation
Researchers in applied linguistics have conducted many studies to determine how
different oral corrective feedback strategies impact students' learning outcomes.
Pfanner (2015) suggests that using corrective feedback during language lessons is an
effective way to help learners establish a strong foundation in a foreign language.
Each language has specific structures that influence pronunciation, with alphabets
playing a key role. Correctly pronouncing alphabets is crucial for mastering a
language. Corrective feedback helps learners understand the basics and essentials of a
language. When correcting linguistic errors, it is important to focus on specific types
of errors. Some errors do not affect communication or change the meaning of phrases,
so learners should be given the opportunity to self-correct as they become more
familiar with the language.
 CHAPTER III

CLOSING REMARKS

A. Conclusion
In the journey of personal and professional development, addressing mistakes or errors
and providing constructive feedback serve as guiding principles for growth and improvement.
By embracing mistakes as opportunities for learning and adopting a growth mindset,
individuals can navigate challenges with resilience and determination. Moreover, effective
feedback mechanisms play a pivotal role in guiding individuals towards mastery and success.

Whether in educational settings, professional environments, or personal endeavours, the

ability to address mistakes and provide feedback is essential for fostering a culture of
continuous improvement. Through timely, specific, and constructive feedback, individuals
can identify areas for development and take actionable steps towards achieving their goals.

In essence, addressing mistakes and giving feedback are not merely processes to correct
errors but rather opportunities to inspire growth, enhance performance, and cultivate a
mindset of excellence. By incorporating these principles into our approach to learning and
development, we can unlock our full potential and strive towards continual progress and
success.

B. Suggestion
To preface we do apologize if there is any mistake which regards to the information
provided or how it was displayed, due to our lack of experience in researching this topic and
our lack of knowledge and about the subject or some other reason we might not be privy to.
Also, we would like to apologize if there’s any issue with the miss use of phrase or word is
this paper, due to language barrier or just misunderstandings in general. Fell free to leave a
feedback in the form of criticism or friendly advice, only because of that we could strive to
make a better paper in the future.
 REFRENCE

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Rosdiana. (2020). The Effectiveness of Error Correction Feedback in Imoroving Writing
Skill. An Experimental Study at English Department of UIN-Ar-Raniry. ISSN 2354. 74-
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Alsolami. R. 2019. Effect of Oral Corrective Feedback on Language Skills. Theory and
Practice in Language Studies, Vol. 9, No. 6, pp. 672-677.
Hanna. Y. T. (1986). Second Language Learning Errors Their Types, Causes, and Treatment.
JALT Journal. Volume 8, No. I. 75-80.