STUDENTS’ PERCEPTIONS OF FEEDBACK RECEIVED DURING ENGLISH ORAL PRESENTATIONS IN THE 12TH GRADE CLASS AT SMAN 8 KEDIRI

Humaira, Dinsa Ravidya Ulzahra (2026) STUDENTS’ PERCEPTIONS OF FEEDBACK RECEIVED DURING ENGLISH ORAL PRESENTATIONS IN THE 12TH GRADE CLASS AT SMAN 8 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Giving feedback is important to support students’ speaking development in English oral presentations. Feedback helps students to find their strengths and weaknesses, to improve their speaking skills and to feel more confident in using English. However, students may interpret feedback differently from the way it is given and understood. Thus, it is important to understand the students’ perception of feedback to support effective speaking instruction in the classroom. The aims of this research are 1) to identify the types of feedback received by students during English oral presentations, 2) to examine the aspects of speaking addressed in the feedback, and 3) to explore students’ perceptions of the role of feedback in motivating their learning process and speaking performance. This research employed a qualitative case study design conducted at SMAN 8 Kediri. The subjects of this research were six twelfth-grade students and one English teacher. The datas were collected through observation, semi-structured interviews and documentation. The technique of analyzing data was based on the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Source triangulation was used to guarantee the reliability of the data. The findings of this research shows that there are four types of feedback provided for the students in the English oral presentations, which are corrective feedback, positive feedback, suggestive feedback and motivational feedback. Corrective feedback was the most frequently delivered type of feedback. Feedback was provided concerning several speaking aspects: pronunciation, grammar, vocabulary, fluency, comprehension, and content organization. Moreover, the findings indicate that students generally held positive views of the feedback they received. They stated that feedback was useful to enhance their speaking achievement, to boost their confidence, to reduce their speaking anxiety, and to encourage them to take part more in English speaking activities. It is suggested that English teachers and future educators provide constructive and supportive feedback to promote students’ speaking development, confidence, and motivation. Future researchers are encouraged to investigate feedback practices in different educational contexts. Finally, for readers, the findings of this research may assist them in understanding students’ perceptions of feedback received during English oral presentations.

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