Students’ Perception of Error Treatment in Second Language Speaking

This study examines error treatment in second language speaking by correcting students’ errors based on their preference to improve their speaking ability. The purpose of this research is to identify the most apparent types of corrective feedback and also to analyze the most effective type of corrective feedback based on students’ perception and preference. To obtain the data, questionnaire technique was used in this study. The questionnaire was used to identify students’ responses and preferences toward using types of corrective feedback in speaking. The research was conducted at English Department of UIN Ar-Raniry Banda Aceh. The population of this study was the students of English Department registered in the year of 2013-2016 while the sample was 1 unit from each generation which consist of 30 students (total 120 students) for the sample in this research. The results show that the most apparent types of corrective feedback was ‘clarification request’, it was 86,6%, while the result of the most effective type of corrective feedback based on students’ preference was ‘clarification request’ as well (81,6%). It was found that applying ‘clarification request’ as a type of correcting student’s error could improve students’ interest in speaking English. The results of questionnaire also reveal a similar conclusion that is using ‘clarification request’ helped students produce correct forms in speaking ability.