Students’ Perception on Teacher’s Feedback in Speaking Class

Abstract

Feedback is an integral part of teaching and learning process. It can motivate but it also can discourage students’ in their learning. Teachers need to use feedback to ensure learning and to motivate students especially in their speaking ability. This study investigates students’ perception on teacher’s feedback and the effect of the feedback for the students. This study uses descriptive qualitative method as the methodology to obtain data on the students’ perception. The data was collected through the means of classroom observation, field notes, and in-depth interview. The participants of the study were the English Department Students enrolling in Speaking 4 class at English Education Study Program, Pattimura University. The findings show that even though teacher’s feedback is undoubtedly helpful for learning but the effect of teacher’s feedback on the students highly depended on students’ response and attitude towards it. The type of feedback deemed most helpful by students in improving their speaking ability is the after-learning feedback. However, students prefer teacher’s feedback to be delivered in a constructive and friendly manner. The results show that the effect of teacher’s feedback to students are: (a) students’ initial reaction to teacher’s feedback are mostly feeling nervous or afraid; (b) the effectiveness of teacher’s feedback relies on how students’ response towards it; and (c) Some students who were not able to improve their performance and their ability are those who did not respond or act upon the feedback as a constructive input.