TEACHERS’ CORRECTIVE FEEDBACK IN FEMALE ENGLISH GRAMMAR CLASSES AT MBI AMANATUL UMMAH PACET

Since students at pesantren are generally prudish and very obedient to their teachers’ guidance during teaching and learning processes, any forms of expression delivered by the teachers are crucial in affecting students’ proficiency. Consequently, it is mandatory for teachers, especially at pesantren, to have special teaching strategies in a more interactive and innovative way in correcting students’ errors. Also, the effective learning processes can be obtained through the teachers’ knowledge of how and when corrective feedback should be given appropriately. In this sense, the types of teachers’ corrective feedback, the most frequent type provided, and teachers’ preferences were the foci of this study by applying Lyster and Ranta (1997) framework. In collecting the data, the writer observed and recorded three teachers in three female English Grammar classes of 10th Grade at modern pesantren, MBI Amanatul Ummah Pacet. Then, the teachers were interviewed regarding the corrective feedback provision. The results showed that there were 151 utterances of corrective feedback and almost all the teachers provided all types of corrective feedback. Explicit correction was the most frequent type used in 10th Grade of female English Grammar classes, because it was clear, noticeable, extensive knowledge, and effective in correcting grammatical and lexical errors. Then, it followed by recast since it was believed on its easiness and time-saving for correcting students’ errors, especially for phonological errors. In addition, all Grammar teachers preferred students’ errors to be corrected immediately and explicitly