Using the teacher’s feedback in speaking class and the responses to the feedback by the second year students at SMP Advent Bandar Lampung
DOI:
https://doi.org/10.23960/ujet.v2.154Keywords:
Teacher's Feedback, Students responses, English Speaking SkillAbstract
This research investigates the types of feedback employed by the teacher in English speaking activities and the students’ responses to that feedback at SMP Advent Bandar Lampung. Using a qualitative descriptive method, the data were collected through classroom observations conducted from October 28 to December 8, 2023. The findings revealed that the teacher applied two main types of feedback: direct and indirect. The teacher was frequently used to correct grammar, vocabulary, and pronunciation errors during student performance. The teacher clearly corrected sentence structure and pronunciation issues such as the use of modals and vowel sounds. Indirect feedback appeared in the form of reflective questions and prompts that encouraged students to self-correct, where the teacher guided students to reflect on their word choices and usage. Students responded positively to both types of feedback. They demonstrated increased engagement, improved error awareness, and greater confidence in speaking. The study concludes that combining direct and indirect feedback not only supports the development of speaking skills but also promotes critical thinking and active learner participation.
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