THE ANALYSIS OF TEACHER FEEDBACK IN LEARNING ENGLISH AT SMP MUHAMMADIYAH TANJUNG REDEB
DOI:
https://doi.org/10.56489/d4trze34Keywords:
Teacher Feedback, EFL, Student Motivation, Verbal Strategy, Learning EngagementAbstract
This study investigates the use of verbal feedback by English teachers and its impact on students’ understanding, motivation, and classroom engagement in an EFL setting. Conducted at Muhammadiyah Junior High School Tanjung Redeb, the research uses a qualitative descriptive method through interviews, observations, and document analysis. The findings reveal that teachers apply various feedback strategies such as praise, correction, and supportive prompts adapted to students’ needs. These strategies not only help improve language accuracy but also foster emotional support and active participation. Verbal feedback, when delivered empathetically and clearly, strengthens student confidence and contributes to a positive learning environment. The study highlights the importance of feedback as both a pedagogical and motivational tool in EFL classrooms, reinforcing the need for teacher training in effective feedback practices.
References
Al-Attas, S. M. N. (1980). The concept of education in Islam: A framework for an Islamic philosophy of education. International Institute of Islamic Thought and Civilization (ISTAC).
Ali, H. H. H. (2022). The importance of the four English language skills: Reading, writing, speaking, and listening in teaching Iraqi learners. Humanities & Natural Sciences Journal, 3(2), 154-165.
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis?. Qualitative research in psychology, 18(3), 328-352.
Brookhart, S. M. (2008). Feedback that fits.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & evaluation in higher education, 43(8), 1315-1325.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal: An Open Access Refereed Journal for World Language Educators, 1(1).
Ghafar, Z. (2024). Enjoying funny ways for learning English language skills: An overview. Journal of Digital Learning and Distance Education, 2(8), 658-666.
Hendawi, M., Al Murshidi, G., Asrori, A., Hadi, M. F., Huda, M., & Lovat, T. (2024). The development of Islamic education curriculum from the Quranic perspective. Ar-Fachruddin: Journal of Islamic Education, 1(2), 93-123.
Johnson, R. B., & Christensen, L. B. (2024). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
Niemiec, R. M. (2020). Six functions of character strengths for thriving at times of adversity and opportunity: A theoretical perspective. Applied Research in Quality of Life, 15(2), 551-572.
Patton, C., Sawicki, D., & Clark, J. (2015). Basic methods of policy analysis and planning. Routledge.
Saldaña, J. (2018). Writing qualitatively: The selected works of Johnny Saldaña. Routledge.
Saldaña, J., & Mallette, L. A. (2017). Environmental coding: A new method using the SPELIT environmental analysis matrix. Qualitative Inquiry, 23(2), 161-167.
Salde, N. B. D., Monte, Q. E., Segara, L. J., & San Jose, A. E. (2025). Barriers to Writing Skill Development in English Learners: A Systematic Review of Quantitative Studies (2020–2024). Asian Journal of Language, Literature and Culture Studies, 8(2), 432- 439.
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Yu, R., & Yang, L. (2021). ESL/EFL learners' responses to teacher-written feedback: Reviewing a recent decade of empirical studies. Frontiers in Psychology, 12, 735101.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in psychology, 10, 487662.
