Main Article Content


This study aimed on revealing students’ preference on types of corrective feedback given by their English teacher as well as their reason. The study was conducted in a vocational school in Samarinda. Data collection was done by means of observation, interview and questionnaire. The observation was done for three meetings each in two different level of English proficiency classes (high and low) and ten students from the observed classes were interviewed. Moreover, the questionnaires were administered to 196 out of 385 students from all classes of twelfth grade. Furthermore, the result of this study revealed that the students preferred to have Explicit, Meta-Linguistic Clue and Elicitation corrective feedback. However, there was mismatch between students’ preference on the expected type corrective feedback (Explicit) and the teacher’s corrective feedback (Recast). The students’ preference on explicit corrective feedback was based on the reason that it provided answer and explanation on the correct version of the corrected oral production. The students’ preference on Meta-linguistic Clue and Elicitation corrective feedback were because these feedbacks activated their knowledge and generated students’ thinking to discover the correct version.

Article Details

How to Cite
fitriana rinda. (2016). STUDENTS’ PREFERENCES TOWARD CORRECTIVE FEEDBACKS ON STUDENTS’ ORAL PRODUCTION. Script Journal: Journal of Linguistics and English Teaching, 1(1), 46-60.


  1. Allwright, Dick & Bailey, Kathleen. (1991). Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Great Britain: Cambridge University Press.
  2. Al-Magid, Mohammed Al-Mamun Abdul. (2006). The Effect of Teachers’ Attitudes on the Effective Implementation of the Communicative approach in ESL Classroom (Master ‘s thesis,University of South Africa). Retrieved from Http:// on October 7, 2012.
  3. Amador, Yohana Abacra. (2008). Learner Attitudes toward Error Correction in a Beginner English Class. Revista Communicación, 17(1), 18-28. Retrieved from on May 2013.
  4. Broughton, G, Brumfit, C, Flavell, Hill, P & Pincas, A. (2003).Teaching English as Foreign Language: Second Edition. London and New York: Routledge.
  5. Brown, H. Douglas. (2000). Principles of Language Learning and Teaching. New York: Longman.
  6. Brown, H. Douglas. (2004). Language Assessment. Principles and Classroom Practice. USA: Pearson Education, Inc.
  7. Chaudron, Craig. (1988). Second Language Classrooms. Research on Teaching and Learning. New York: Cambridge University Press.
  8. Coskun, Abdullah. (2010) . A Classroom Research Study on Oral Error Correction. Retrieved from on October 12, 2012
  9. Creswell, John W. (2008). Educational Research. Planning, Conducting, and Evaluating
  10. Quantitative and Qualitative Research. Third Edition. USA: Pearson Prentice Hall.
  11. Darabad, Ali Mohannadi. (2013). Attitude towards Foreign Language, Corrective Feedback, and Oral Accuracy. International Journal of Linguistics, 5(2), 116-134. Doi: 10.5296/ijl.v5i2.3563. Retrieved from
  12. 10.5296/ijl.v5i2.3563 on May 2013.
  13. Denscombe, Martyn. (2007). The Good Research Guide for Small-Scale Social Research Projects. Third Edition. New York: McGraw Hill Open Universtiy Press.
  14. Dlangamandla, F.N.N. (1996). A Case Study of a Teacher’s Oral Error Treatment Strategies in an English Language Classroom (Master’s thesis, Rhodes University). Retrieved from http: //
  15. DLANGAMANLA-Med-TR96-74.pdf on October 24, 2012.
  16. Ellis, Rod. (2003). Second Language Acquisition. Hong Kong: Oxford University Press.
  17. Harmer, Jeremy. (2001). The Practice of English Language Teaching. Third Edition. England: Longman
  18. Hattie, John and Timperley, Helen. (2007). The Power of Feedback. Review of Educational Research, Vol. 77, No. 1. Pp. 81-112. Doi: 10.3102/003465
  19. 430298487.Retrieved from http: // on April 2014.
  20. Hejazi, Mahshid. (2012). Teacher’s Error Correction: a Key Factor in Developing Iranian EFL Learners’ Speech Accuracy. Theory and Practice in Language Studies, 2(3), 619-624. doi:10.4304/tpls.2.3.619-624.
  21. Islam, Morshada. (2007). Analysis of Error Correction Done in Different Schools in Dhaka City (Thesis, BRAC University).Abstract retrieved from on October 18, 2012.
  22. Jabbari, Ali Akbar & Fazilatfar, Ali Mohammad. (2012). The role of Error Types and Feedback in Iranian EFL Classrooms. International Journal of English Linguistics, 2(1), 135-148. Retrieved from on October 12, 2012.
  23. Katayama, Akemi. (2007). Japanese EFL Students’ Preferences toward Correction of Classroom Oral Errors. Asian EFL Journal, 9(4), Conference Proceedings, 298-305.
  24. Kothari, C. R. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International (P) Limited, Publiwer.
  25. Lee, Icy.(2008). Student Reactions to Teacher Feedback in Two Hongkong Secondary Classrooms. Journal of Second Language Writing 17, 144-164. Retrieved from on October 7, 2012.
  26. Lodico, Marguerite G, Spaulding, Dean T, & Voegtle, Katherine H. (2010). Methods in Educational Research. From Theory to Practice.Second Edition. John Wiley & Sons, Inc. Retrieved from
  27. Lyster, Roy & Ranta, Leila. (1997) Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classroom. SSLA, 20, 37-66. USA: Cambridge University Press. Retrieved from
  28. /files/roy.lyster/Lyster_Tanta1997_SSLA.pdf on May 2013.
  29. Maolida, Ellis Homsina. (2013). A Descriptive Study of Teacher’s Oral Feedback in an ESL Young Learner Classroom in Indonesia. Open Access Kata. doi: 10.9744/kata.15.2.117-124. Retrieved from http: //kata.petra. on April 2014.
  30. Margolis, Douglas Paul. (2010). Handling Oral Error Feedback in Language Classrooms.
  31. MinneWITESOL Journal, 27, 4-17 . Retrieved from http: on October 12, 2012.
  32. Martinez-Flor, Alicia & Juan, Esther Uso´. (2006). Current Trends in the Development and Teaching of the Four Language Skills. Berlin: Mouton de Gruyter.
  33. Méndez, EH, Arguelles, LG, & Castro, ABJ. (2010). Oral Corrective Feedback: Some Ways to Go About it. Meorias Del ViForo De Estudios en Lenguas Internacional, 254-270. Retrieved from on October 12, 2012.
  34. Méndez, EH & Cruz, MdRR. (2012). Teacher’s Perceptions about Oral Corrective Feedback and Their Practice in EFL Classroom. PROFILE, 14(2),63-75. Retrieved from
  35. download on May 2013.
  36. Naomi, Katie & Angela. no date. How to Provide Meaningful Feeedback to ESL Student. Retrieved from on October 7, 2012.
  37. Nunan, David. (2011). Teaching English to Young Learners. USA: Anaheim University Press.
  38. Odalejo, James. (1993). Error Correction in ESL: Learners’ Preferences.TESL Canada Journal/Revues TESL Du Canada,10(2), 71-87. Retrieved from http: // on October 7, 2012.
  39. Ortega, Lourdes. (2009). Understanding Second Language Acquisition. Great Britain: Hodder Education.
  40. Patton, Michael Quinn. (2002). Qualitative Research and Evaluation Methods. Third Edition. New Delhi: Sage Publications.
  41. Rahimi, Afsaneh & Dastjerdi, HosseinVahid. (2012). Impact of Immediate and Delayed Error Correction on EFL Learners’ Oral Production: CAF. Mediterranean Journal of Social Sciences, 3 (1),45-54. Retrieved on October 24, 2012.
  42. Research Advisors. (2006). Sample size Table. Retrieved from http://www.
  43. on May 11th, 2013.
  44. Ur , Penny. (1996). A Course in Language Teaching. Great Britain: Cambridge University Press
  45. Warga, Richard Q. (1983). Personal Awareness: A Psychology of Adjustment. Third Edition. Boston: Houghton Mifflin Company.
  46. Widiati, Utami & Cahyono, BambangYudi. (2006). The Teaching of EFL Speaking in the Indonesian Context: The State of the Art. Jurnal Ilmu Pendidikan (JIP),13(3), 269 - 292. Retrieved from http://www.jornal.
  47. on October 7, 2012.