Teachers’ Oral Feedback in Teacher-Student Interaction at Tenth Grade of SMA Swasta Cerdas Murni

Authors

  • Ayu Lestari
  • Johannes Jefria Gultom
  • Aqsha Dinanti
  • Muthia Fitriani
  • Sefrina Anastasya Simbolon

DOI:

https://doi.org/10.24114/b4qw9r33

Abstract

This research aims to identify the types of oral feedback used by the teacher in teacher-student interaction based on the theory of Tunstall and Gipps (1996). This research was conducted at SMAS Cerdas Murni Grade X-1 using a descriptive qualitative method. The subjects of this research were one English teacher and 26 students. The instruments used in collecting the data were classroom observation through video recordings. The recorded data were transcribed into written form to identify the teacher’s oral feedback during classroom interaction. The findings showed that the teacher used five types of oral feedback, namely evaluative feedback 13 (32.5%), corrective feedback 4 (10%), descriptive feedback 6 (15%), interactional feedback 9 (22.5%), and motivational feedback 8 (20%). Evaluative feedback was identified as the most frequently used type of feedback in the classroom. The findings indicate that oral feedback plays an important role in creating a communicative classroom atmosphere and helping students understand and respond to the teacher’s feedback in English.

References

Published

2026-03-06

Issue

Vol. 15 No. 1 (2026)

Section

Articles

License

Copyright (c) 2026 Ayu Lestari, Johannes Jefria Gultom, Aqsha Dinanti, Muthia Fitriani, Sefrina Anastasya Simbolon

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