Error Correction in Speaking 1 Class for Adult Learners in Petra Christian University

By
Herwindy Maria Tedjaatmadja
Henny Putri Saking Wijaya
Petra Christian University, Surabaya
Introduction
Speaking has always been one of the most difficult skills for learners to develop because it requires them to
produce the language which most of the time, spontaneously or without enough time to construct the appropriate
and correct utterances. English language learning is a process where all aspects of English (listening, reading,
writing, speaking, vocabulary, and grammar) are interconnected. Consequently, in order for learners to develop
their speaking proficiency, all aspects of languages must be involved. Due to a lack of English exposure in nonEnglish speaking countries, most learners do not have sufficient opportunity to improve their oral proficiency in
English. Language teachers usually hold the most authority to correct learners errors, especially regarding the
fact that learners value and expect teachers feedback on their work. However, to most language teachers,
correcting students speaking errors is one of the most frustrating tasks because it has more potential for
subjectivity due to individual variables such as background knowledge, pronunciation, and spontaneity as
influential parts (Cohen, 1990 and Hughes, 2002). Therefore, error correction should be done appropriately; lest,
it will discourage them from practicing the language. This paper will be divided into four major parts:
introduction, the nature of error correction, error correction in Speaking 1, and conclusion.
The Nature of Error Correction
Before we go further into the error correction in Speaking 1, it is necessary to describe the definition of errors.
Many language teachers believe that errors are inevitable yet indicators of the progress in language learning.
Davis and Pearse (2000: 103) state that errors are integral part of language learning and not evidence of failure
to learn. Many studies have indicated that errors are signals that learning occurs; in other words, errors indicate
learners stage which reflects parts of lesson that have been understood and to be improved (Smith, 1994 and
Hedge, 2000). Error correction is defined as a response either to the content of what a student has produced or
to the form of the utterance (Richards and Lockharts, 1996: 188). However, considering the individual variables
such as contexts, pronunciation, vocabulary, and spontaneity as influential parts in speaking, error correction in
speaking is highly challenging and possibly perplexing. There are many factors to be carefully considered such
as learners level, which errors to be corrected, when, and how to correct. To reiterate, it is emphasized that
errors are inevitable in language learning; thus, appropriate error correction method is needed. A class
observation in Speaking 1 in Petra Christian University will stimulate the discussion on how to correct errors in
the communicative speaking class, mainly from participants profile and participants attitude toward error
correction.
Error Correction in Speaking 1
Speaking 1 is an integrated English course designed for non-English department teachers and staff in Petra
Christian University. It aims to achieve more complete English proficiency by focusing on the speaking skills to
help students communicate effectively on daily topics. There are fifteen units in this book in which group
discussion, role-play, problem-solving activities, and public speaking are some of the activities during the
course. This course runs five days a week for 2 hours per meeting. Participants English proficiency ranges from
pre-intermediate to intermediate level. All participants are encouraged to take an active role in sharing ideas with
their classmates, thus creating a more dynamic learning environment. In general, the age of the participants
range from early 20 to late 50s. It is important to know learners profile for a better teaching-learning process;
consequently, questionnaires have been distributed to identify participants expectations, problems, and
suggestions for the material, ways of teaching as well as ways of correction. Then, lecturers respond to their
preferences based on the result of the questionnaires in order to create a more conducive learning atmosphere.
During the sessions, most participants write down the feedback or suggestion the teachers have given, which

point out that they have high motivation to join this course. In addition, they sometimes bring some questions on
how certain expressions are used, what phrase to use and so on to the classroom that make the learning process
become more engaging.
In language learning, how far students can deal with error correction also depends on their level of proficiency
and previous knowledge. Therefore, it is a must for teachers to know learners level and previous knowledge to
avoid discouragement on the learners side. Learning is a journey taken by learners; thus, teachers should build
up a sense of togetherness in Speaking 1 class. It is highlighted that everyone is learning, and making errors is
one of the signals that learning takes place; hence, each participant is strongly encouraged not to laugh at others
mistakes. Both the teachers and participants need to be aware of the importance of constructive corrections.
Although teachers assessment of errors may vary, the types of errors to be corrected depend on the purpose of
the course itself; in other words, what is being required or being taught to the participants. When these
conditions are not met, the teachers turn to their individual judgment of learners performance in class. In
addition, the goal of language learning and teaching highlights the pedagogical decision to correct only what is
being taught and to give teachers direction about what information is lacking (Wajnryb, 1992: 51). In our cases,
the focuses are on content (30%), fluency (30%), vocabulary (20%), grammar (10%), and pronunciation (10%).
Level of proficiency takes an important role in error correction because if the explanation of errors is beyond
their level of proficiency, it will bring limited or no advantages (Allwright, 1975 and Krashen, 1982, cited in
Cohen, 1990: 60). Participants in Speaking 1 usually assumed that to was always followed by infinitives. So,
when they produced the utterances, for example I am used to swimming, they were likely to say I am used to
swim. In Speaking 1, this error needs to be highlighted without further explanation about it since it will confuse
the learners.
On the other hand, a small error should also be highlighted if it can bring negative impacts when it keeps
occurring. As a part of speaking, non-transferability of conversational patterns across culture also exists; thus,
errors can happen. In making apology in English, for instance, several ways of expressing apology based on
degree of formality and sincerity can carry implicit meanings which are open for many interpretations. The word
very in English apologizing Im very sorry, for example, creates a formal atmosphere but not sincere whereas
the word really as in Im really sorry indicates sincerity (Cohen, 1990). Moreover, most participants in
Speaking 1 had the background knowledge that I am sorry or Sorry was the only expression of apologizing.
Therefore, whenever they needed to apologize, they would say Im sorry although it was addressed to their
supervisors in a formal meeting. When looking at the useful expressions in the book (e.g. I apologize for
________, etc), they had questions about the appropriate use of apologizing expressions in certain situations
because the different expressions of apology never exist in Indonesian repertoire. Hence, in this case, the teacher
needs to explain how to use the expressions appropriately so that the learners will not make the same error.
It is also to be taken into consideration that correcting too many errors can discourage the participants but
ignoring their errors will lead to fossilization. Therefore, attitude toward error correction is another factor to
determine the success of error correction. Based on the result of the questionnaires, the majority of the
participants preferred to be corrected right away after they made the mistakes. If the learners have a positive
attitude toward the learning process, they will not be discouraged by a lot of corrections given by the teacher. For
instance, one participant in Speaking 1 had a poor pronunciation skill and often made pronunciation mistakes.
Nevertheless, she liked to be corrected. During an informal interview, she stated that her reason of joining the
Speaking class was because she wanted to improve her speaking skill, mainly her pronunciation. As a
consequence, she could enjoy the learning process and was not discouraged by the error correction.
Conclusion
Error correction in speaking classes needs a careful treatment because every learner will give different reactions
to the feedback given by teachers. The main purpose of most of speaking class is to make the learners use the
language they have learnt appropriately and accurately in the right contexts. That is why it is suggested that
teachers correct selectively and constructively. The followings are some suggestions drawn from the class
observation in Speaking 1:

Launch an initial investigation into the participants learning profile.

A quick survey, for example an introductory session before beginning the class or questionnaires, will
help both teachers and participants to negotiate and determine the most suitable method to deal with the
participants errors. This will also give the participants the opportunity to see for themselves if they
could cope with the selected correction method. The most important thing here is to make the learners
comfortable with the error correction method used in class.
Encourage participants to keep an error correction notebook.
This notebook contains error entries, corrections made, and explanation or background knowledge
underlying the correction. This will help both teachers and participants to monitor their errors and
review the corrections made. The relevance of the error correction notebook will depend on how the
teacher will use this notebook. The teacher, for example, could check the notebook once in a while or
give additional speaking exercises in relation to the errors made. This activity will give learners the
opportunity to reflect on their errors and hopefully avoid or lessen them.
Give positive feedback and acknowledge learners progress in L2 speaking.
These acts can touch boost participants confidence. A teachers response of Thats wrong! will make
them focus on the errors and not the revision. On the other hand, constructive comments like Do you
mean ________? and sincere compliments such as That is interesting or What a clear explanation
will add participants willingness to improve. In short, if teachers can highlight participants progress,
they can neutralize the negative emotions created by the corrections on fluency, grammar, pronunciation,
and vocabulary.

References
Cohen, A. (1990). Language Learning. Boston: Massachusetts: Heinle & Heinle Publishers.
Davies, P. and E. Pearse (2000). Success in English Teaching. Oxford: Oxford University Press.
Hedge, T. (2000). Teaching and Learning in the Language Classroom.
Oxford: Oxford University Press.
Hughes, R. (2002). Teaching and Researching Speaking. London: Pearson Education.
Richards, J. C. & C. Lockhart (1996). Reflective Teaching in Second Language Classrooms. Cambridge:
Cambridge University Press.
Smith, M.S. (1994). Second Language Learning: Theoretical Foundations. Harlow: Longman.
Wajnryb, R. (1992). Classroom Observation Task. Cambridge: Cambridge University Press.
Short CV
Name
: Herwindy Maria Tedjaatmadja
Institution
: Petra Christian University
Educational background: MA-ELT (Assumption University of Thailand, Bangkok)
Research interests
: Material development, EFL writing, and Language Acquisition
Email address
: windy382@yahoo.com
Name
: Henny Putri Saking Wijaya
Institution
: Petra Christian University
Educational background: MA-ELT (Assumption University of Thailand, Bangkok)
Research interests
: Material development and EFL writing
Email address
: hennyputri_t10@yahoo.com