Teacher’s Oral Corrective Feedback in Teaching Vocabulary for EFL Junior Secondary School Students
Abstract
This study aims to reveal what types of oral corrective feedback teachers use in classroom vocabulary teaching and to investigate how the teacher’s OFC impact students' vocabulary mastery. The researcher used a qualitative descriptive method design. To achieve the research objectives, data were collected through observations and interviews. The participants of this study were one English Teacher and five eleventh grade students at SMPN 3 Majauleng who are selected based on purposive sampling. The results of the observations and interviews showed that English teachers used three types of oral corrective feedback in teaching vocabulary. The teacher’s OFC have positive impact on the students' vocabulary mastery by making students realize that they have made vocabulary mistakes and immediately know the correct form through the teacher's OFC which is well delivered in supportive way and easy for students to understand. This study suggest that teachers can use types of oral corrective feedback explicit correction and recast or implicit because these types can make students immediately know the correct form of a vocabulary and imitate the correct form also can mazimize learning time. However, the teacher must choose well the type of oral corrective feedback based on student need.
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