Teacher’s Oral Corrective Feedback Strategy in English Language Classroom

This study entitled “Teacher’s Oral Corrective Feedback Strategy in English Language Classroom”. The aim is to find out the English Teacher’s recast feedback strategy and discover the implementation of the strategy from their teaching. This several months long study took places in MTsN Model Banda Aceh and MTsS Al-Manar Aceh Besar with both of one each school English teacher there to be my participants. I used interview and observation to collect the data. The interview was held in two sections; pre-observation and post-observation. For the observation, I use observation form which I adapted from Brookhart as the instrument to help me in observing the teacher’s performance. After analyzing the data, I derive them into two main findings; Firstly, the interview results which are suggested by the participants, proposed their point of view upon the oral corrective feedback strategy in English classroom, especially recast, in the same and different points. Their same perceptions about the recast strategy concerned about its general points such as timing, frequency, audience and mode, and continued by its specific elaboration, for instance, recast in time, focus on a certain topic, delay to keep students answer consistency, know the student’s uptake, correction frequency depended on students’ situation and individual and collective. Then, some other diverse perceptions such as paraphrase to avoid bias, give a code to avoid bias and highlight the mistaken word. Secondly; the result from the observation showed that in general, the teachers showed positive effort in implementing the oral corrective feedback strategy, especially recast in English classroom. Their implementations were fairly perfect. Hopefully, by figuring out the strategy of recast, teachers can enrich the concept of the feedback application in their teaching performance to boost up the better educational result.