The Level of Teacher's Feedback in English Teaching: An EFL Classroom Discourse Analysis

The objectives of this research are to know the level of feedback applied by the EFL teacher at a
junior high school in speaking class and to know the most frequent level of feedback employed
by the EFL teacher. Moreover, this research conducts a qualitative research where the data of
this research are the English teacher’s utterances when the teacher taught speaking for
VII grade students at one of state junior high school at Sentani, Papua. Meanwhile, the
data was gathered through observing and transcribing the video of English teaching and learning
process. The analysis of the transcript revealed that: (1) there arethree levels of feedbacks
employed by the teacher: feedback of task (6.25%), feedback of process (37.5%), and feedback
of self as a person (56.25%) and (2) the most frequent level of feedback employed by the
teacher is the feedback of self as a person since it gathered 56.25% during the teaching and
learning activity. Based on the result of this study, it can be concluded that teacher’s feedback is
an important tool to facilitate the learning process become more active. Therefore, It is
suggested the teacher may use more collaboration of feedback toward students’ response or
performance in the learning process.