Another one of my article abstracts published

Interactional Analysis on the Types of Repair Sequence in Speaking Class

Novia Trisanti, M.Pd

ABSTRACT

This study attempts to depict the types of repair sequence in interaction between native/non native teacher and students in the second language speaking class at CLT (Center for Language Training) UNIKA Soegijapranata Semarang in 2003. The speaking class was chosen as the study area for the students were highly motivated and able to be active to speak English. However when the conversation progressed, their difficulty in realizing the speech function to negotiate meaning seemed to be a problem. The problem statements of the study are (1) what types of repair sequence are carried out by native teacher and students of second language speaking classroom; (2) what types of repair sequence are carried out by non-native teacher and students of second language speaking classroom; (3) how do the two different styles in one speaking classroom compare. The Analysis of the data was based on the framework of Schegloff, et.al. (1977) and Buckwalter in her journal (2001). Concerning the types of repair sequence, there are four types of repair sequence: SISR (Self-Initiated Self Repair); SIOR (Self-Initiated Other Repair); OISR (Other-Initiated Other Repair) and OIOR (Other-Initiated Other Repair). The first result showed that the OISR repair sequence type in native teacher’s speaking class most commonly occurred i.e. 43 occurrences (42.57%) in which lexicon and pronunciation were the highest of all. The second findings showed that SIOR repair sequence type in non-native teacher speaking class occurred most in conversation. It was 24 occurrences (66.66%) and 50% of which were ambiguous.

Keywords: SISR (Self-Initiated Self Repair), SIOR (Self-Initiated Other Repair), OISR (Other-Initiated Self Repair), OIOR (Other-Initiated Other Repair).

My Article Abstract about Speaking Class

Corrective Feedback: How to Best Point Out Student's Error in Speaking Class

By: Novia Trisanti, S.Pd, M.Pd

Abstract

The objective of this paper is to try to depict corrective feedback as one of the keys to get the effect on the students' output. The speaking class was chosen in the discussion since the question of how to give feedback appears in the classroom interaction. Therefore, a model proposed by Vigil and Oller (1976) as citd by Brown (2001) which shows us about the effect of affective and cognitive feedback to the message sending process is drawn in this paper. Another overview of delivering feedback is proposed by Harmer (2008) which gives an idea about delivering feedback which we can apply in the classroom interaction. From all the overview, in delivering feedback, we need to consider the activity in the lesson, the type of error made by the students, and the students themselves as individual. In short, having many inforamtion about error treatment, now we have decision in when to treat and how to treat. However, teacher does not always to be the person who provides the treatment. Manner of treatment varies based on the input of the students, the students output, and, of course, the teacher's follow up.