Exploring Teacher’s Feedback To Help Efl Students Develop Speaking Skills: A Study In An Islamic Junior High School

Hakim, Farah Maulina (2025) Exploring Teacher’s Feedback To Help Efl Students Develop Speaking Skills: A Study In An Islamic Junior High School. Undergraduate Thesis thesis, UIN. K. H. Abdurrahman Wahid Pekalongan.

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Abstract

This study investigates the role of teacher feedback in enhancing EFL students’ speaking skills at an Islamic junior high school in Pekalongan, Indonesia. Using a qualitative case study design, the research involved one English teacher and four students as participants. Data were gathered through classroom observations and semi-structured interviews, then analyzed thematically. The findings revealed that the teacher consistently employed two types of feedback—positive and corrective—to support student development. Positive feedback was used to boost students' motivation and confidence, while corrective feedback helped them improve accuracy, especially in pronunciation. Both types were delivered after speaking activities to minimize anxiety and encourage fluency. The results showed that timely, supportive, and individualized feedback strategies significantly contributed to students’ confidence, participation, and speaking performance. This study offers practical insights for EFL teachers in providing feedback that balances emotional support with language correction to create an effective and motivating learning environment. Keywords: Teacher Feedback, Speaking Skills, EFL Students

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