Sari, Yeasy Agustina and Septiyana, Linda and Suhono, Suhono and Anggaira, Aria Septi and Hasyim, Umar Al Faruq A. (2021) Corrective Feedback in Learning Interaction:Integration of Surface Strategy Taxonomy. Al-Ishlah: Jurnal Pendidikan, 13 (03). pp. 2267-2279. ISSN 2087-9490

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Abstract

The purpose of this research was to ascertain the types of errors found in classroom learning interactions at State Islamic University (PTKI) Metro, to analyze the strategies used to correct student errors in classroom learning interactions at PTKI Metro, and to gain an understanding of the aspects of the Surface Strategy Taxonomy that were discovered in classroom learning interaction errors at PTKI Metro. This study surveyed six lecturers and forty students. The researchers analyzed the data using the Dalton-Puffer theory, which was used to identify and describe the types of typical student errors that occur during learning English in the classroom. Then, using Mendez's theory, we will analyze the various lecturer strategies for correcting student errors in learning. Additionally, the researchers examined the linguistic aspects of the taxonomy category in the students' errors using Dulay, Burth, and Krashen theory. The findings indicated that lecturers at PTKI Metro City used the following corrective feedback strategies: Explicit Correction, Recast, Clarification Request, and Metalinguistic Feedback. Additionally, this study classifies the errors made during classroom interactions using the Aspects Surface Strategy Taxonomy.

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