An Investigation of Teacher’s Feedback to Improve Student’s Achievement

In general, teachers use feedback in their learning process. The teacher might need to apply and know the types of feedback that are appropriate to improve students’ achievement in learning English. However, not all teachers are aware of what type of feedbacks they use in their classroom and preferred by their students to improve the students’ English language achievement. The aim of this study was to investigate what type of teacher’s feedback applied in the classroom and preferred by the student to improve their achievement in learning English. The participants of this study were the whole member of the second year students and an English teacher of Senior High School 5 Banda Aceh. The approach used in this research was qualitative. The researcher used classroom observation and interview technique to collect the data. Based on the analysis of the data from the observation and interviews, the type of teacher’s feedback applied in the classroom and preferred by the students to improve their achievement was oral feedback. The reason for the choice of the oral feedback was a clear and fast response than written feedback. If the teachers give feedback and students could respond at the same time, this way might be more effective than the other type of feedback.