Hairunnisa, Hairunnisa (2023) The Analysis of Teacher’s Spoken Corrective Feedback in Senior High School. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Corrective feedback plays an important role in classroom learning. The teacher's feedback can help students gain new knowledge and understanding in their learning. On the other hand, students can also provide opinions about feedback from their teachers, whether they feel motivated, like the feedback given, or vice versa, do they feel cornered and disappointed by the feedback given. Therefore, this study aims to determine the type of spoken CF used by the teacher and how students perceive the feedback that the teacher has given in learning English. This research was conducted at SMAN 1 Kelumpang Barat, Kotabaru, South Kalimantan. Researcher used a qualitative approach with a qualitative descriptive method. Data were collected through observation and interviews with an English teacher and students in class of XI MIPA. The data findings show that five of the seven types of spoken CF are used by teacher in English learning class, namely recast, elicitation, explicit corrective feedback, explicit with metalinguistic, and metalinguistic. Explicit with metalinguistic is the type of feedback that is most often used by teachers in learning. Actually, the teacher has provided feedback using various types. However, there is a tendency for teacher to use one type of feedback in every classroom lesson. In addition, this study also found that there were different perceptions among students, namely positive and negative perceptions of the corrective feedback given by the teacher. The emergence of students' positive and negative perceptions influences the feedback given by the teacher. Students' positive and negatife perceptions were found equally.

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