The impact of error correction strategies toward student’s anxiety in speaking

Abdina Saentika, Flora Flora, Khairun Nisa

Abstract


This research aimed to find out (i) how the students’ anxiety in speaking after being corrected through teacher-correction strategy, and (ii) how the students’ anxiety after being corrected through peer-correction strategy. This study was a quantitative which used the one-shot case study design. Then, two sets of questionnaire were used as the research instruments. It was conducted in third  grade of Senior High School 1 Belalau. The result shows that the students’ anxiety is lower after being corrected through teacher-correction strategy. Furthermore, the students anxiety is not lower after being corrected by peers. The findings suggested that The students preferred to be corrected more by the teachers than their peers.

doi: https://dx.doi.org/10.23960/UJET.v9.i4.202001


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