Patmasari, A., & Kamaruddin, A. (2022).

An Investigation of the Use of Code-Switching in EFL

Classroom: Attitudes and Perceptions. ELS Journal on Interdisciplinary Studies in
Humanities, 5(2), 230-239.
Nurhamidah, N., Fauziati, E., & Supriyadi, S. (2018). Code-Switching in EFL Classroom: Is It
Good or Bad?. Journal of English Education, 3(2), 78-88.
Bhatti, A., Shamsudin, S., & Said, S. B. M. (2018). Code-Switching: A Useful Foreign Language
Teaching Tool in EFL Classrooms. English Language Teaching, 11(6), 93-101.
Murtiningsih, S. R., Munawaroh, M., & Hidayatulloh, S. M. M. (2022). Code-switching in EFL
classrooms: factors influencing teachers to use code-switching and its types used in the
classrooms. Journal on English as a Foreign Language, 12(2), 318-338.
Rahmat, A. (2021). Code Switching In EFL Classroom: The Teachers’ Side Views. British (Jurnal Bahasa
dan Sastra Inggris), 10(1), 1-25.

An Investigation of the Use of Code-Switching in Teaching English at SMAN 8 Medan

Siska, W., Mukhaiyar, M., & Ratmanida, R. (2018). ENGLISH TEACHERS’STRATEGIES IN
GIVING ORAL CORRECTIVE FEEDBACK ON STUDENTS’SPEAKING
PERFORMANCE. Proceedings of ISELT FBS Universitas Negeri Padang, 6, 158-168.

Hawin Amalia, Z. D., Fauziati, E., & Marmanto, S. (2019). Male and Female Students’

Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL)

Speaking Classroom. Humaniora, 10(1), 25.

https://doi.org/10.21512/humaniora.v10i1.5248

Ilma Millati Sahara. (2019). STUDENTS’ UPTAKE IN FOLLOWING UP TEACHER’S ORAL

CORRECTIVE FEEDBACK. JURNAL EDUCATION and DEVELOPMENT, 7(3), 186–

186. https://doi.org/10.37081/ed.v7i3.1222

Anita Fatimatul Laeli, & Setiawan, S. (2019). ORAL CORRECTIVE FEEDBACK IN

SPEAKING CLASS: ITS FREQUENCY, STUDENTS’ PERCEPTIONS AND

PREFERENCE. EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS, 8(2), 257–

269. https://journal.unismuh.ac.id/index.php/exposure/article/view/2785/pdf

‌Sitti Syakira, & Nur, S. (2022). Learners’ Perceptions on the Use of Oral Corrective Feedback in

One-to-One EFL Classroom. Eralingua: Jurnal Pendidikan Bahasa Asing Dan

Sastra, 6(2), 286–306. https://ojs.unm.ac.id/eralingua/article/view/26177/17578

‌Lailatus Sa'adah, Joko Nurkamto, & Suparno Suparno. (2021). Oral corrective feedback:

Exploring the relationship between teacher’s strategy and students’ willingness to

communicate. Studies in English Language and Education, 5(2), 240–252.

https://jurnal.unsyiah.ac.id/SiELE/article/view/11532/9405

M. Alpian Sari, M. Zaini Miftah, & Hesty Widiastuty. (2022). AN INVESTIGATION OF

STUDENTS’ PERCEPTIONS OF ORAL CORRECTIVE FEEDBACK IN EFL PUBLIC

SPEAKING COURSE. PROJECT (Professional Journal of English Education), 5(3),

553–562. https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/10055/pdf
Lasmi Febrianingrum. (2020). TEACHER’S CORRECTIVE FEEDBACK ON STUDENTS’

ORAL RESPONSES. English Community Journal, 4(1), 12–23. https://jurnal.um-

palembang.ac.id/englishcommunity/article/view/2600/1927

Allafia Bakti Muyashoha, & Aris Sugianto. (2013). The students’ perception towards oral

corrective feedback in speaking class. Proceedings of International Conference on English

Language Teaching (INACELT), 3(1), 14–29. https://e-proceedings.iain-

palangkaraya.ac.id/index.php/INACELT/article/view/79

‌Saswati, R. (2021). Oral Corrective Feedback Strategies and Learner Uptake in EFL

Setting. Journal of English Language and Culture, 12(1).

https://doi.org/10.30813/jelc.v12i1.2907

‌Fransiska Samosir, & Sumarsih Sumarsih. (2022). TEACHER’S ORAL FEEDBACK

TOWARDS STUDENTS’ RESPONSE IN SPEAKING SKILL AT SMKS ERIA

MEDAN. REGISTER: Journal of English Language Teaching of FBS-Unimed, 11(3).

https://jurnal.unimed.ac.id/2012/index.php/eltu/article/view/41192/19708

‌Audry, S., Nora Ronita Dewi, & Annisa, M. (2020). STUDENTS’ PREFERERNCES TOWARD

TEACHERS’ ORAL CORRECTIVE FEEDBACKS ON SPEAKING AT SMK NEGERI

4 MEDAN. TRANSFORM Journal of English Language Teaching and Learning of FBS

UNIMED, 9(1). https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/19961

‌Suci Apriani, Siregar, M., & Citra Anggia Putri. (2019). TEACHER’S ORAL FEEDBACK

TOWARDS STUDENTS’ RESPONSE IN SPEAKING SKILL IN SMAS 2

MUHAMMADIYAH MEDAN. TRANSFORM Journal of English Language Teaching

and Learning of FBS UNIMED, 8(3).

https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/19659

‌Nur'aini Hakiki Nasution, Anggraini Thesisia Saragih, & Muhammad Natsir. (2020). THE

CHARACTERISTICS OF TEACHER’S FEEDBACK IN SPEAKING ACTIVITY OF

THE GRADE TEN STUDENTS OF SMA NEGERI 20 MEDAN. REGISTER: Journal of

 English Language Teaching of FBS-Unimed, 9(1).

https://jurnal.unimed.ac.id/2012/index.php/eltu/article/view/24656/15664

Teacher’s Oral Corrective Feedback in Teaching English Speaking Skills at

Students’ Preferences Towards Teacher’s Oral Corrective Feedback in English Speaking Class at

Students’ Perceptions on the Use of Oral Corrective Feedback in English Speaking Class
Title

Teachers’ and Students’ Perceptions Towards Oral Corrective Feedback in Speaking Class at
SMAN 8 Medan

Background of The Study

In learning English, speaking is one of oral skills that should be mastered by students.
Speaking is a way of communication with others to express ideas, response questions, and
exchange informations. Senior high school students must master speaking skills in order to
communicate effectively in English. However, mastering the English language is challenging.
When the teacher asks students to perform their speaking skills in front of the class, such as a
dialogue or speech, they frequently make errors. It is inevitable that students in English
Classroom settings making errors of their utterance as they have not fluent yet. The errors they
made can be in the form of grammar, pronunciation, lexical, etc. In order to help students notice
their errors in speaking English, teacher can give corrective feedbacks so the students are able to
improve their speaking skill. The main goal of teacher’s corrective feedback is to improve
students’ speaking skill and they able to acknowledge their mistakes, so they can revise their
mistakes in the next performances. When the teacher corrects every student’s error orally during
the students perform in speaking, it means that the teacher gives oral corrective feedback.

There are two types of corrective feedback, which are written and oral feedback. Oral
Corrective feedback is an oral correction made by teacher to correct students' inaccurate
utterances. Fahdi (2003:7) state that oral corrective feedback focuses on helping learners to
notice and correct error. Oral corrective feedback is given for helping the students to correct their
error. From oral corrective feedback, the students will know their error and they can correct the
error by the instruction from the teacher.

Generally, the strategies of teacher oral corrective feedback are various. Lyster and Ranta
(1997:1) divide six strategies of oral corrective feedback such as; explicit correction, recasts,
clarification requests, meta-linguistic cue, elicitation and repetition. Each of these strategies has
own purposes, it depends on the teacher tendency and their consideration. The teachers can give
cues about the students’ error or provide the correct form when their students perform their
speaking skill by using these strategies. Therefore, by looking at the problems above, the
teachers’ strategies in giving oral corrective feedback on students’ speaking performance is very
important. If the strategies of oral corrective feedback are given effectively, it is very useful for
the students to improve their speaking performance and increase their motivation in achieving
the learning goals.

Problem of The Study

1. What types of oral corrective feedback that used by the teacher?

2. What types of feedback that the students prefer to receive out of the six types of
corrective feedback?
3. How are students’ perceptions of teacher’s oral corrective feedback?

Previous Study

1. Siska, W., Mukhaiyar, M., & Ratmanida, R. (2018). ENGLISH TEACHERS’

STRATEGIES IN GIVING ORAL CORRECTIVE FEEDBACK ON STUDENTS’
SPEAKING PERFORMANCE. Proceedings of ISELT FBS Universitas Negeri
Padang, 6, 158-168.
2. Muyashoha, A. B., & Sugianto, A. (2019, December). The students’ perception towards
oral corrective feedback in speaking class. In Proceedings of International Conference
on English Language Teaching (INACELT) (Vol. 3, No. 1, pp. 14-29).
3. ‌Suci Apriani, Siregar, M., & Citra Anggia Putri. (2019). TEACHER’S ORAL
FEEDBACK TOWARDS STUDENTS’ RESPONSE IN SPEAKING SKILL IN SMAS
2 MUHAMMADIYAH MEDAN. TRANSFORM Journal of English Language Teaching
and Learning of FBS UNIMED, 8(3).

4. ‌Sari, M. A., Miftah, M. Z., & Widiastuty, H. (2022). AN INVESTIGATION OF

STUDENTS’ PERCEPTIONS OF ORAL CORRECTIVE FEEDBACK IN EFL
PUBLIC SPEAKING COURSE. PROJECT (Professional Journal of English
Education), 5(3), 553-562.
5. Silfia Rahmi, & Munir, S. (2020). STUDENTS’ PREFERENCES TOWARD
LECTURERS’ TYPES IN GIVING CORRECTIVE FEEDBACK ON THEIR
SPEAKING. Ta’dib, 23(1), 11–18.
Method
a. Researh Design
This research used qualitative descriptive method. Sugiyono (2015:9) stated that
qualitative research method is a type of research method based on the philosophy of post-
positivism which is used to examine the condition of natural objects, and is used to obtain
deep data, and emphasizes meaning rather than generalizations. Qualitative research
shows that the focus of descriptive and qualitative is on emphasizing meaning,
description, explanation, and placing data in real context respectively usually done with
words rather than numbers.

b. Data and Source of Data

Riduwan (2009:5) stated that data is a raw material that requires further processing to
produce information or information, both quantitative and qualitative that show a fact.
The data used by the writer was interview, video record, and the results of students
questionnaire. Suharsimi Arikunto (2013:172) stated that the definition of data sources is
the data source referred to in the study is the subject from which the data can be obtained.
The data sources used by the writer was an English teacher and students.

c. Techniques of Data Collection

Maryadi et al (2010:14) stated that the data collection used in qualitative research is a
technique that allows obtaining detailed data in a relatively long time. The techniques of
data collection in this study are video record, interview, and questionnaire.
d. Techniques of Data Analysis
The data analysis technique is the process of collecting data systematically to facilitate
researchers in obtaining conclusions. Conclusions will be easily obtained when the data
analysis technique is correct. According to Miles & Huberman (1994, p: 10) analysis
consists of three activities that occur simultaneously: data reduction, data display,
conclusions drawing/ verification