ORAL CORRECTIVE FEEDBACK IN ORAL CLASSROOM INTERACTION AT SMP TAMAN SISWA MEDAN

The goal of this study was to investigate the types of Oral Corrective Feedback
(OCF) used by the teacher in oral classroom interaction and the process of giving
Oral Corrective Feedback (OCF) in oral classroom interaction at SMP Taman
Siswa Medan. Based on Lyster and Ranta's (2007) theory, this study examined the
types of Oral Corrective Feedback (OCF) used by the teacher in oral classroom
interaction. The data were collected through observation and interview. Results
indicated that the teacher used three types of Oral Corrective Feedback (OCF)
over six types proposed by Lyster and Ranta (2007). Recast (54.84%) is the most
commonly used feedback, followed by explicit correction (35.48%), and
repetition (9.68%). The teacher did not use metalinguistic feedback, clarification
requests, and elicitation. There were three steps used in the process of giving Oral
Corrective Feedback (OCF) in the classroom; analyzing, providing feedback, and
waiting for the student‘s response. This research highlights the use of Oral
Corrective Feedback (OCF) in providing correction for students and suggesting
potential areas for further exploration. The conclusion shows the types and
process of using Oral Corrective Feedback (OCF) in improving student‘s speaking
skills.