This study was to investigate teachers‟ perceptions of oral corrective
feedback and their actual practice in EFL classroom. It is a descriptive study
committed at three Junior High Schools in Banyumas. 6 English teachers as
subjects were interviewed in order to obtain their perceptions of roles, strategies
and timing of oral corrective feedback. Non-participated observations were also
conducted for collecting the factual data of implementations of oral corrective
feedback in their classroom. The findings stated positive perceptions from the
teachers that oral corrective feedback has various roles for students, teacher, and
language learning. Those were supported by their assumptions of the effective
strategies for facing many errors and
their
explanations of
the best timing in
applying oral corrective feedback to maximize its roles. 114 errors were corrected
in the class observations by the teachers through oral corrective feedback
that are
classified into
morpho
-syntactic, phonological,
and
lexical errors
. Further
more,
the teachers responded by considered
several questions
such
what errors should be
corrected
(
type of error
), how to correct the errors (
strategy, type,
and
timing
) and
who corrects the errors
(
provider
). As a result, t
he teachers‟ perceptions o
f oral
corrective feedback
and its actual practices
in EFL context were
proven
that the
teachers
appropriately
implemented oral corrective feedback by considering
its
roles
for students, teacher, and language learning
;
appropriate strategies
;
specific
types
;
timing
; and
providers
.