Implementation of Constructive Feedback in Developing Students’ Confidence in Speaking English: A Study at SMP Negeri 3 Tondano

Authors

  • Aprilia Dwi Rahmayanti English Education Study Program, Faculty of Languages and Arts, Universitas Negeri Manado, Tondano 95618, Indonesia
  • Tini Mogea English Education Study Program, Faculty of Languages and Arts, Universitas Negeri Manado, Tondano 95618, Indonesia https://orcid.org/0000-0003-4296-1785
  • Paula A. Rombepajung English Education Study Program, Faculty of Languages and Arts, Universitas Negeri Manado, Tondano 95618, Indonesia

Keywords:

Constructive Feedback, Speaking Confidence, EFL Learners, Speaking Activities, Student Participation

Abstract

Speaking confidence is a factor influencing students’ willingness to participate in classroom activities, yet many learners remain hesitant because of nervousness and fear of mistakes. This study aimed to investigate how constructive feedback contributed to the development of students’ confidence in speaking English at SMP Negeri 3 Tondano. A qualitative case study design was employed. Participants were six seventh-grade students and one English teacher. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed through data condensation, data display, and conclusion drawing. The findings indicated that constructive feedback contributed positively to students’ confidence and participation in speaking activities. Observation results showed that all six students increased their confidence scores between the first and second meetings. Two students moved from the moderate-confidence category to the high-confidence category, while the other students also increased their scores. The teacher consistently implemented three constructive feedback components: feed up, which clarified speaking goals; feed back, which provided information about students’ current performance; and feed forward, which offered guidance for improvement. Findings from classroom observations showed that supportive feedback made students feel more motivated, comfortable, and supported, while reducing hesitation and fear of making mistakes. However, public correction could cause embarrassment for some students, indicating that feedback should be delivered sensitively and respectfully. Overall, constructive feedback functioned not only as a corrective strategy but also as an emotionally supportive practice that encouraged students to participate, take risks, and develop greater confidence in speaking English.

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Published

2026-11-02

Issue

Vol. 1 No. 3 (2026)

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Articles

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Copyright (c) 2026 Aprilia Dwi Rahmayanti, Tini Mogea, Paula A. Rombepajung

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