An Analysis Of Error Correction Strategies Used by the Teacher Toward Students’ Error in English Classroom (A Study at Smpn 2 Baktiya, Aceh Utara)

This qualitative research investigated the teachers‟ correction strategies used in English classroom and the students‟ preferences on teachers‟ correction strategies. To do so, two research questions were addressed, including: (1) What are teachers‟ strategies in correcting students‟ oral work error in English classroom?, and (2) What types of teachers‟ error correction strategies more preferred by the students?. Students‟ oral errors in this research are including: lexical error, phonological error and syntactical error. To answer the first research question, the researcher used classroom observation sheet and interviewing the English teachers, and the researcher used closed-ended form of questionnaire to answer the second research question. The sample of this research is two English teachers and 30 students of third grade level. The overall results revealed that the teachers had a positive response about the ways their corrected students‟ error; they had chosen explicit corrective feedback as their favorite correction strategy because this strategy did not make the students hesitate to speak. Similar with the teachers, the students tend to choose explicit corrective feedback as their preference correction strategy and left clarification request as their least chosen.