EXPLORING ORAL CORRECTIVE FEEDBACK ON STUDENT VOCABULARY USE: A CASE STUDY AT MTSS AL-HUSNA ROKAN HILIR

This research aimed at exploring students’ responses and perceptions toward oral corrective feedback (OCF) on vocabulary use in English speaking activities. A qualitative case study was conducted at MTsS Al-Husna Rokan Hilir, involving six eighth-grade students. Data were collected through classroom observations and in-depth interviews and analyzed thematically. The findings revealed that students’ responses to OCF were observed through learner uptake and no uptake. Learner uptake occurred when students attempted to correct their vocabulary errors, including self-repair and peer-repair, while no uptake appeared when students failed to respond to the feedback. Students demonstrated both positive and negative perceptions toward OCF. Positive perceptions were reflected in students’ views that OCF helped improve vocabulary accuracy, while negative perceptions emerged in the form of discomfort or confusion when receiving correction. This study highlights patterns of students’ responses and perceptions toward oral corrective feedback on vocabulary use.