Naria Fitriani, Yunisrina Qismullah Yusuf, Usman Kasim


It is essential for language learners to get feedback either from peers or teachers because feedback is helpful for students to achieve the target language. In writing class, it is common for teachers to give written feedback during the learning process, yet, the teachers’ written feedback are sometimes not well-understood by the students because the feedback are not further clarified by the teachers. We knew a teacher who has successfully to not just provide written feedback, but also oral feedback to her students’ writing essays in her English Beginners course at a university in Banda Aceh. Providing valuable feedback and building good relationship with each student in the writing class is important because these students can achieve better compared to those who do not receive any feedback from their teachers. Therefore, it is essential for us to understand how this teacher has meaningfully gave oral feedback to her students and how she sets forth the feedback because they are the key processes in her teaching. Accordingly, our paper presents the process of the oral feedback done by this teacher. The data were collected by an observation checklist and audio recording during the writing conference in which the oral feedback took place in the classroom. The results indicated that the teacher mostly focused on the explanation of the grammar errors conducted by her students in their writing and she also worked one-to-one with each student in which each of them had a chance to ask and clarify the mistakes or errors produced in his or her essay.


Feedback; teacher oral feedback; writing conference

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