An analysis of corrective feedback use in speaking activities at eleventh grade students of MA Hikmatul Amanah Pacet Mojokerto

Feedback is an essential way to evaluate students’ progress or abilities and identify their understanding on certain topics during the teaching and learning process. This research aimed to analyze the use of corrective feedback in speaking activities at eleventh grade of MA Hikmatul Amanah. The study focused on identifying the way the teacher gave corrective feedback, the type of corrective feedback commonly used, and teacher’s opinion towards corrective feedback. To understand these topics, this research applied qualitative approach by interviewing an English teacher and doing classroom observations. The findings showed that the teacher used two different ways in giving corrective feedback to students. The teacher used in class students conferencing and out of class students conferencing for giving feedback to individual students, while for group students, the teacher used whole lesson as a review or re-teaching and giving feedback during students performance. Another important finding identified was that the teacher used all types of corrective feedback. However, the most common feedback used was explicit correction with 41% responses. This indicates that the teacher seems to believe that explain the students’ mistakes explicitly and correct their mistakes directly could help them improve their language skills as they know which part they need to improve and reflect on their mistake. Moreover, the teacher thought that giving corrective feedback could give students information which is able to help them to correct their error utterance. The teacher inferred the corrective feedback also motivate students to active in teaching and learning process. It showed the students active to ask in classroom. Therefore, the result of this research may be assisted in the process of speaking activities to encourage the students’ performance and understanding