TEACHER’S ORAL FEEDBACK IN CLASSROOM INTERACTION AT SMP NEGERI 29 MEDAN

This research aims to identify the types of oral feedback used by the teacher in classroom interaction based on the theory of Tunstall & Gipss (1996). This research also identifies how the teacher implements this feedback in classroom interaction. This research was conducted at SMP Negeri 29 Medan class VIII-7. Descriptive qualitative research was used as a method in this research. The subjects of this research were 1 English teacher and 28 students. The instruments in this research were video recordings during classroom observations and audio recordings of interviews with the teacher. The results of this research show that the teacher uses 5 types of oral feedback, namely evaluative feedback, corrective feedback, descriptive feedback, interactional feedback, and motivational feedback. The number of feedback that appeared in classroom interaction was Evaluative feedback 25 (45%), Corrective feedback 4 (7.2%), Descriptive feedback 8 (15%), Interactional feedback 12 (21.8%), and Motivational feedback 6 (11%). The dominant oral feedback is Evaluative feedback, namely 25 (45%) and the oral feedback that appears least frequently is Corrective feedback 4 (7.2%). The teacher used oral feedback by providing evaluative statements of student work or performance, pointing out and correcting student errors explicitly or implicitly, informing students of student work and learning improvement strategies, clarifying and embellishing some ideas for student responses, and providing motivational statements to students. The teacher used 4 ways to implement oral feedback in classroom interaction. In implementing oral feedback, the teacher used Repeating, Statement and Question, Expression, and Re-formulation. The teacher uses oral feedback because of the teacher's responsibility and obligation to provide effective and efficient feedback modes, the usefulness of oral feedback, the positive effects on students, and the consequences of not having any oral feedback. Students give a positive view of the oral feedback given by the teacher. Students realize the positive impact on their work results or performance.