English Language (EFL) Teachers’ Feedback on Reading Comprehension in the Ninth Grade of SMPN 8 Sigi

This study examines English language teachers’ feedback practices at SMPN 8 Sigi regarding reading comprehension for the ninth-grade students, indicating a need for improvement in this area. The study explores the nature of EFL teachers’ feedback, the challenges they face, and the strategies they use to address these challenges. Using a qualitative approach with a case study design, data were collected through participant observation, in-depth interviews, and document analysis. The findings reveal that while teachers generally offer corrective feedback focusing on grammatical errors and text comprehension, its effectiveness and form vary. Students’ perceptions of feedback also vary, with some finding it helpful and others confused. The study concludes that to improve reading comprehension skills, teachers need more exercises for effective feedback strategies, and students need to better understand how to utilize feedback, aiming to improve the quality of reading comprehension instruction.