THE EFFECT OF PEER CORRECTIVE FEEDBACK IN STUDENTS SPEAKING

SKILLS

NUNIK ALLIFAH
NIM : 126203211058

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SAYYID ALI
RAHMATULLAH TULUNGAGUNG
2024
A. Background of Study
 In today's interconnected world, English has emerged as a ubiquitous language and a
vital conduit for global communication. Its pivotal role cannot be overstated or overlooked.
According to Al-Roud (2016), speaking is considered as one of the four fundamental
language skills crucial for effective communication in the contemporary era. Speaking
enables individuals to directly communicate messages to others, facilitating clear and
immediate interaction. Role of speaking proficiency in enabling individuals to share
knowledge and information seamlessly among fellow speakers. Indeed, the ability to
articulate thoughts, ideas, and concepts fluently is essential for fostering meaningful
discourse and collaboration within educational environments. In line with what Rao in 2019
stated that effective communication in academic contexts within English as a foreign
language (EFL) relies heavily on proficient speaking skills, facilitating the sharing of
knowledge and information among speakers.
Therefore, in the context of speaking within English as a foreign language (EFL),
students are encouraged to concentrate on various aspects of language proficiency such as
spelling, pronunciation, vocabulary, word formation, grammar, sentence structure, and
language semantics (Hedge, 2000). Each of these components contributes significantly to
effective communication and comprehension. Therefore, students must devote ample time
and effort to honing these language abilities to enhance their overall speaking proficiency.
Additionally, learners' self-esteem may impact their speaking skills, with higher levels of
self-esteem correlating positively with improved speaking abilities (Tripudiyana, 2022)
Regrettably, in Indonesia students encounter diverse obstacles when it comes to
honing their speaking skills. Furthermore, Riadil (2020) aptly noted that despite the extensive
duration of formal English education received by Indonesian EFL learners in school settings,
a notable portion of them still encounter challenges in achieving fluency in spoken English.
Numerous investigations have aimed to determine the elements that hinder English as a
Foreign Language (EFL) speaking proficiency in diverse educational environments. Suryanto
(2014) noted that tenses were a source of confusion for Indonesian learners. Also, as the
research conducted by Handoyo in 2010, he found that focusing solely on grammar didn't
necessarily enhance their capacity to use language effectively. Instead, in communicative
tasks, students tended to excel in constructing phrases. Furthermore, difficulties arose when
students attempted word-for-word translation, as Indonesian and English organize words
differently within phrases.
 Certain academics had devised methods to tackle these challenges, with one approach
being the utilization of corrective feedback. Corrective feedback refers to the teacher's
reaction to incorrect student speech. According to Ellis (20006), it can be defined as the
response to students' utterances containing errors. Lynch found that when learners give
feedback themselves, it encourages more discussions among learners about language. This
also leads to deeper thinking, which might help learners more than feedback from teachers in
similar tasks (2007). Iwashita (2001) investigated which kinds of paired peer discussions
(groups with both low proficiency, both high proficiency, and mixed proficiency) offered
more chances for students to talk and adjust their language among university students
learning Japanese. Therefore, it is fundamental for the researcher to conduct research focused
specifically on the peer corrective feedback in the speaking course in order to know the effect
of peer corrective feedback in students' speaking skills.
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