ABSTRACT Mubarok, Hosni. 2020. Oral Feedback on Students’ Speaking Skill at the Daffodils English Course, Kampung Inggris, Pare, Kediri. Thesis, Department of English Language Education, Faculty Tarbiyah, State of Islamic Institute of Kediri (IAIN Kediri). Advisors: Dr. Sri Wahyuni, M.Pd. and Drs. Agus Edi Winarto, M.Pd. Oral feedback is required to have occurred in a classroom which is intended to provide correction to students so that it can motivate them and ask them to deliver the speaking in correct form for the next performance. Wilson (2017) stated that feedback is to support and enhance the learning process. this research was aimed at analyze the oral feedback on students’ speaking skill at The Daffodils English Course, Kampung Inggris, Pare, Kediri. The study was conducted to figure out the types of oral feedback given by teachers and to understand how do teachers carry out the feedback to students. The researcher used a qualitative approach as research design. The researcher collected the data through observation in the form of observation checklist, field notes and video recording, and interviews to be analyzed in order to achieve finding. The study was carried out at The Daffodils English Course and the subjects of the research were three teachers from Speak First Classes. The researcher conducted a research three times on each class and then researcher analyzed the data using the theory from Miles and Huberman (1994); reducing the data, presenting the data and drawing conclusion. The finding presented the types of oral feedback that used in the classroom, there are 65 feedbacks; Recast 35 (53%), 23 (43%) is Explicit Correction and Clarification request obtains 2 (4%) however repetition, elicitation and paralinguistic signal were not found in this research since teachers immediately provide the correct form when students make mistakes. Besides, teachers never use body language to indicate the mistakes found or even repeat the students’ mistakes. It can be drawn a conclusion that teachers convey correction at when students make mistakes which resulted three types of oral feedback used in classroom.

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