Silka Samarindo, Hery Yufrizal, Budi Kadaryanto


The objectives of this research are to find out how the feedback are given by the teacher and to find out the students’ responses toward the teacher’s feedback used in teaching speaking. The design of this research is case study which analyzes how verbal feedbacks were given based on Tunstall & Gipps’ typology. The result shows that the teacher gave seven out of the eight feedbacks. Four types of evaluative feedbacks and three types of descriptive feedbacks. 44 % feedback given to students’ pronunciation which total are 86 feedback. The dominant feedback were categorized to descriptive feedback. 41% feedback given to students’ comprehension which total are 80 feedback. The dominant feedback of students’ comprehension were categorized to evaluative feedback. The last,15% feedback given to students’ vocabulary which total are 30 feedback. The dominat feedback were categorized to evaluative feedback. The researcher suggests that in terms of students’ responses toward the feedback, facilitating feedback can motivate students in learning speaking. Furthermore, adjusting feedback with students’ characteristics is important to be applied by the teacher.


Keywords: Teacher’s Feedback, Teaching Speaking

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