280 ISSN: 2527-8037 Proceedings of the 1 st English Education International Conference (EEIC) in conjunction with the 2 nd Reciprocal Graduate Research Symposium (RGRS) of the Consortium of Asia-Pacific Education Universities (CAPEU) between Sultan Idris Education University and Syiah Kuala University November 12-13, 2016, Banda Aceh, Indonesia TEACHER ORAL FEEDBACK IN THE WRITING CLASS OF EFL STUDENTS Naria Fitriani *,1 , Yunisrina Qismullah Yusuf 2 and Usman Kasim 2 1 Politeknik Aceh, Banda Aceh, INDONESIA 2 Syiah Kuala University, Banda Aceh, INDONESIA * Corresponding author: nariafitriani@gmail.com Abstract It is essential for language learners to get feedback either from peers or teachers because feedback is helpful for students to achieve the target language. In writing class, it is common for teachers to give written feedback during the learning process, yet, the teachers’ written feedback are sometimes not well-understood by the students because the feedback are not further clarified by the teachers. We knew a teacher who has successfully to not just provide written feedback, but also oral feedback to her students’ ǁriting essays in her English Beginners course at a university in Banda Aceh. Providing valuable feedback and building good relationship with each student in the writing class is important because these students can achieve better compared to those who do not receive any feedback from their teachers. Therefore, it is essential for us to understand how this teacher has meaningfully gave oral feedback to her students and how she sets forth the feedback because they are the key processes in her teaching. Accordingly, our paper presents the process of the oral feedback done by this teacher. The data were collected by an observation checklist and audio recording during the writing conference in which the oral feedback took place in the classroom. The results indicated that the teacher mostly focused on the explanation of the grammar errors conducted by her students in their writing and she also worked one-to-one with each student in which each of them had a chance to ask and clarify the mistakes or errors produced in his or her essay. Keywords: Feedback, teacher oral feedback, writing conference. INTRODUCTION To develop writing ability in the EFL classroom, students need to accept several oral and written feedbacks from either their peers or teachers. During this process, both students and teachers unconsciously build interactions. Although feedback has not been taught in the classroom formally, this notion plays a central role during the teaching learning process, because the teacher-student interaction on the feedback process is essential to build the high level of the students ŵotiǀatioŶ. It has also been found that students with feedback provided are more successful rather than students who received no feedback from their teachers on their learning (e.g. Richards & Lockhart, 1994; Nunan, 1999; Chaudron, 2004). In a writing class, it is common for the teachers to deliver their feedback through the written form directly on the students essaLJs. While the students are required to revise their writing, thus it is quite often that teachers provide them with comments in the paper without being aware that there may be students who do not fully understand the comments and what they are required to do for corrections. Consequently, this may lead to the learning target of the writing class that is not