Teacher’s Oral Feedback in Speaking Activity at the Tenth Grade of Senior High School

Nurul Azmi; Ariatna Ariatna

doi:10.61132/sintaksis.v4i4.2800

Authors

Nurul Azmi Universitas Negeri Medan
Ariatna Ariatna Universitas Negeri Medan

DOI:

https://doi.org/10.61132/sintaksis.v4i4.2800

Keywords:

Corrective Feedback, Learner Errors, Oral Feedback, Speaking Activity, Teacher Feedback

Abstract

This study aimed to identify the types of teacher oral feedback strategies used during speaking activities and to describe their implementation at the tenth grade of MAN Pematangsiantar. This study employed a descriptive qualitative research design. The data were collected through classroom observation, supported by video recording, audio recording, and field notes, involving one English teacher and thirty-six students of grade tenth. The data were analyzed using the oral corrective feedback framework proposed by Ellis (2009) and the learner error categories proposed by Lyster and Ranta (1997), as adapted by Faris (2018). The qualitative data were analyzed through the procedures proposed by Miles, et al. (2014). The findings revealed that the teacher used four out of six oral feedback strategies, namely recast, clarification request, explicit correction, and elicitation. Recast was the most frequently used strategy (45.4%), followed by clarification request (27.2%), explicit correction (18.1%), and elicitation (9.09%). Repetition and paralinguistic signal were not observed during the classroom interactions. Furthermore, the implementation of oral feedback was triggered by four types of learner errors, namely grammar errors, vocabulary errors, pronunciation errors, and L1 use. Grammar and pronunciation errors were the most frequently occurring errors.

Downloads

Download data is not yet available.

References

Ariatna. (2012). Communicative Language Teaching (CLT): an Evolution in Revolution. Jurnal Bahas Unimed, (84), 78464.

Arrafii, M. A., & Kasyfurrahman. (2024). Evaluation of teacher feedback quality in English language instruction at secondary schools. Journal of English Language Proficiency, 1(1), 1–13. https://doi.org/10.36312/jelap.v1i1.3870

Asari, Y. (2015). How to effectively provide recasts in foreign language classrooms. Dialogue, 1(13), 1-9

Askew, S. (2000). Feedback for learning. Routledge.

Azizi, M., Behjat, F., and Sorahi, M. A.(2014). Effect of metalinguistic teacher corrective feedback on writing performance of Iranian EFL learners. international journal of language and linguistics international journal of language and linguistics. Special Issue: Innovations in Foreign Language Teaching, 2(6), 54–63. https://doi.org/10.11648/j.ijll.s.2014020601.18

Bailey, K. M., & Nunan, D. (2005). Practical English language teaching: Speaking. McGraw-Hill Education.

Bambaeeroo, F., & Shokrpour, N. (2017). The impact of teachers’ non-verbal communication on success in teaching. Journal of Advances in Medical Education & Professionalism, 5 (2), 51–59.

Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman.

Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. https://doi.org/10.1017/CBO9780511733109

Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1 (1), 3–18. https://doi.org/10.5070/L2.V1I1.9054

Fadzil, I. M., Said, M., & Ehsan, N. (2021). Exploring ESL teachers’ insights on corrective oral feedback in a Malaysian secondary education context. Malaysian Journal of Social Sciences and Humanities, 6 (9), 504-512. https://doi.org/10.47405/mjssh.v6i9.993

Faris, I. N. I. (2018). Teachers’ corrective feedback on young learners’ oral errors in EFL classrooms [Master’s thesis, Universitas Pendidikan Indonesia]. Repositori UPI. https://repository.upi.edu/34474/

Gan, Z., An, Z., & Liu, F. (2021). Teacher feedback practices, student feedback motivation, and feedback behavior. Frontiers in Psychology, 12, 1-14 https://doi.org/10.3389/fpsyg.2021.697045

Goo, J. (2020). Research on the role of recasts in L2 learning. Language Teaching, 53(3), 289–315. https://doi:10.1017/S026144482000004X

Harmer, J. (2001). The practice of English language teaching (3rd ed). Longman.

Harmer, J. (2007). The practice of English language teaching (4th ed). Longman.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77( 1), 81–112. https://doi.org/10.3102/003465430298487

Hidayat, M., Umalihayati, U., Hilman, H., & Rachman, A. (2024). Feedback challenges and strategies in EFL classrooms. English Learning Innovation, 5(1), 86–97. https://doi.org/10.22219/englie.v5i1.30295

Hounsell, D., McCune, V., Hounsell, J., & Litjens, J. (2008). The quality of guidance and feedback to students. Higher Education Research & Development, 27(1), 55–67. https://doi.org/10.1080/07294360701658765

Karim, A., & Mohammad, R. (2022). Does teachers’ feedback serve its real purpose? Journal of Education & Social Sciences, 10(2), 41–48. https://doi.org/10.20547/jess1022210204

Khasanah, M., Mahbub, M. A., & Al Fauzi, F. (2024). Exploring teachers’ corrective feedback on EFL speaking performance: Narrative study of Indonesian private university. Linguapedia, 8(2), 50–62. https://doi.org/10.56013/linguapedia.v8i2.3045

Killian, S. (2016).Top 10 evidence-based teaching strategies. University of Nebraska–Lincoln. https://newsroom.unl.edu/announce/csmce/5272/29630

Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford University Press.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 37–66. https://doi.org/10.1017/S0272263197001034

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. https://doi.org/10.1017/S0261444812000365

Mahara, A. D., & Hartono, D. (2024). The effect of corrective feedback on students’ motivation in speaking skills. Cetta: Jurnal Ilmu Pendidikan, 7(4), 42–53. https://doi.org/10.37329/cetta.v7i4.3649

Manire, E., Kilag, O. K., Cordova, N., Tan, S. J., Poligrates, J., & Omaña, E. (2023). Artificial intelligence and English language learning. Excellencia: International Multi-Disciplinary Journal of Education, 1(5), 485–497.

Mellany, Risnawati, & Zasrianita, F. (2021). Teacher and students’ talk in speaking classroom interaction. Jadila: Journal of Development and Innovation in Language and Literature Education, 2(1), 25–35.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.

Pannell, J., Partsch, F., & Fuller, N. (2017). The Output Hypothesis: From theory to practice. TESOL Working Paper Series, 15, 126-159.

Puspitasari, N., Regina, Riyanti, D., Apriliaswati, R., & Rosnija, E. (2023). An analysis on the teacher’s oral feedback in teaching English: A descriptive qualitative research at SMK Negeri 6 Pontianak in academic year 2022/2023. Journal of Scientific Research, Education, and Technology (JSRET), 2(2), 605–613. https://doi.org/10.58526/jsret.v2i2.128

Puteri, N. A. (2023). Teacher’s oral feedback in teaching descriptive text of grade VII [Undergraduate thesis, Universitas Negeri Medan]. Digilib UNIMED. https://digilib.unimed.ac.id/id/eprint/58658/

Ruswandi, R., Sukma, R. F., & Rahim, N. F. (2025). The impact of teachers’ oral corrective feedback (OCF) on students’ anxiety in speaking class. JEELS (Journal of English Education and Linguistics Studies), 12(2), 727–751. https://doi.org/10.30762/jeels.v12i1.3432

Safira, N. (2024). An observation of an EFL teacher’s oral corrective feedback [Undergraduate thesis, Universitas Islam Indonesia]. DSpace UII. https://dspace.uii.ac.id/handle/123456789/51572

Salsabila, M.A., Haryanto, Sakkir, G. (2025). The effect of teacher oral corrective feedback on students' pronunciation. International Journal of Business, English, and Communication, 3 (1), 16-24.

Samosir, F. (2022). Teacher’s oral feedback towards students’ response in speaking skill [Undergraduate thesis, Universitas Negeri Medan]. Digilib UNIMED. https://digilib.unimed.ac.id/id/eprint/64372/

Sewagegn, A., & Dessie, A. (2020). The value of feedback in primary schools. International Journal of Learning, Teaching and Educational Research, 19(10), 338–354. https://doi.org/10.26803/ijlter.19.10.19

Simarmata, M. (2023). Teacher’s oral feedback in English classroom interaction [Undergraduate thesis, Universitas Negeri Medan]. Digilib UNIMED. https://digilib.unimed.ac.id/id/eprint/58345/

Sirait, J. J. P., & Anggraini, H. W. (2025). Students’ and teachers’ perceptions on oral corrective feedback toward students’ speaking performance. Education of English as a Foreign Language Journal (EDUCAFL), 8(2), 16–28. https://doi.org/10.21776/ub.educafl.2025.008.02.02

Strong, B, & Buyukerol, E., O. (2024). The role of making and correcting errors in second language learning. https://contact.teslontario.org/the-role-of-making-and-correcting-errors-in-second-language-learning/

Suban, T. S. (2021). Teaching speaking activities in EFL classrooms. Lectio: Journal of Language and Language Teaching, 1(1), 41–50.

Triola, M. F. (2022). Elementary statistics (14th ed.). Pearson.

Tumini, & Trisanti, N. (2025). Investigating oral corrective feedback in teaching speaking. Journal of English Language and Education, 10(4), 1–15.

Yoshida, R. (2008). Teachers’ Choice and Learners’ Preference of Corrective Feedback Types. Language Awareness, 17(1), 78–93. https://doi.org/10.2167/la429.0

Yusovi, N. V., Asmiyah, S., & Muhtarom, M. (2023). Oral feedback for English language learners’ development. Foster: Journal of English Language Teaching, 3(4), 197–205. https://doi.org/10.24256/foster-jelt.v3i4.119