TEACHER’S ORAL FEEDBACK IN ENGLISH CLASSROOM INTERACTION AT THE EIGHTH GRADE STUDENTS OF SMP SWASTA SANTA LUSIA SEI ROTAN

This study is about teacher’s oral feedback in English Classroom Interaction at the Eighth-Grade Students of SMP Santa Lusia Sei Rotan. This study aims to investigate the types of teacher oral feedback in English classroom interaction and to explain the reason of teacher’s giving oral feedback in English classroom interaction at the eighth grade students of SMP Santa Lusia Sei Rotan. The subject of this study was teacher utterances. This research was conducted by using qualitative research and the data were collected by observation, video recording, and interview. The data were analyzed by Elis (2009) theory. The data were analyzed in four steps: 1) Data Collection, 2) Data Condensation, 3) Data display, 4) Conclusion Drawing or Verification. The researcher obtaining for Positive feedback: Praise are nineteen times the teacher gave positive feedback used phrase yes, good, very good and the teacher give corrective feedback for the students in Recasts two times, Explicit correction three times, Metalinguistics feedback one time, Repetition feedback nine times, Clarification requests four times, and Elicitation one time. So, the total result showed that the positive feedback and corrective feedback are thirtynine times the teacher give oral feedback in the classroom interaction on the learning process. Also, the researcher finding the reasons of teacher giving oral feedback in classroom interaction. The reasons of teacher giving oral feedback to correct good or not good students performance and making students to feel confident in learn English. Teacher also said oral feedback it is very important and it is very useful for students directly know wheather it is good or not good for them.