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

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

Dwi Anggraini Lemba, Ruslin, Nur Fauziah Mansur, Nur Asmawati , Zulfikri

English Department, UIN Datokarama Palu

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000142

Received: 29 July 2025; Accepted: 02 August 2025; Published: 01 September 2025

ABSTRACT

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.

Keywords: EFL teacher feedback on reading comprehension

INTRODUCTION

Reading comprehension is one of the essential skills students must master in learning English. The ability to effectively comprehend reading texts will help students acquire broader information, knowledge, and insights. However, many students still struggle to effectively comprehend English reading texts.

One factor that influences students’ reading comprehension is feedback provided by teachers. Feedback from teachers can help students identify errors, understand unclear concepts, and improve effective reading strategies. Appropriate and constructive feedback can motivate students to continue learning and improve their reading skills. Developing language skills at SMP N 8 Sigi is crucial for improving their reading abilities. The ability to read and understand texts is one of the competencies needed by students. One of the important language skills for everyone to learn and possess is reading. Reading requires the use of one’s intelligence, perception, and interpretation of writing. Readers are required to understand the text during the reading process [1].

Teachers are crucial figures in the reading learning process because they can provide in-depth feedback to students. Assignments, questions, and explanations from teachers can serve as forms of feedback.

As a result, students will be able to read more fluently and understand the content more fully. However, many students still have difficulty comprehending what they read. Especially when reading descriptive texts, to help students understand the text, EFL teachers must know how to provide feedback.

Black and William’s research shows that teacher feedback can significantly impact student learning outcomes. They emphasize that high-quality feedback can help students understand where they are in the learning process and what they need to do to achieve learning goals. Therefore, it is important to explore how teacher feedback can be implemented effectively in reading instruction at the secondary school level [2].

At SMP Negeri 8 Sigi, initial observations revealed that many ninth-grade students struggled to understand English reading texts. (EFL) teachers were not providing prompt and accurate feedback to help students improve their reading comprehension skills.

The feedback given tends to be general; as a result, students do not get guidance to improve their reading comprehension. This study aims to examine feedback and reading comprehension of ninth-grade students at SMP Negeri 8 Sigi. It is hoped that the results of this study will provide useful information for teachers in designing and providing effective feedback to improve students’ reading comprehension skills in the future. Based on the identified problems, the research questions are formulated as follows: 1) What is teacher feedback in reading comprehension in ninth-grade students at SMPN 8 Sigi?; 2) What are the challenges of EFL teachers in providing feedback during the teaching and learning process?; and How do English teachers overcome challenges in providing feedback?

LITERATURE REVIEW

Previous Research

There are several previous studies related to the use of EFL teacher feedback in reading comprehension to support this research, as follows:  Analysis of English Teachers’ Strategies in Teaching Reading Comprehension at Labschool Palu Middle School” by Wahyu Chairun Azis in the English Language Education Study Program, Faculty of Teacher Training and Education, Tadulako University, Palu.

The purpose of this study was to determine the strategies used by EFL teachers in teaching reading comprehension at Labschool Palu Middle School, and to determine the reasons why EFL teachers chose these strategies in teaching reading comprehension. The subjects of this study were all EFL teachers at Labschool Palu Middle School. This study was a qualitative descriptive study. Data collection techniques used questionnaires and interviews [3].

Researchers analyzed the data using qualitative descriptive research. The results of this study indicate that there are five strategies most frequently used by English as a Foreign Language (EFL) teachers in teaching reading comprehension to be implemented in the classroom. These strategies are (monitoring comprehension, recognizing story structure, question-and-answer relationships, graphic and semantic organizers, and summarizing). Based on the analysis of interviews with teachers, these strategies can help teachers because students are more active and can exchange opinions with their friends [4].

Second research from the journal Multidi siplin “Using Reciprocal Teaching Strategy Performance Feedback to Increase Reading Comprehension Strategy Use in Seventh-Grade Students with Comprehension Difficulties” by Burned, Matthew K.;Maki, Kathrin E.;Karich, Biara C.;Coolong-Chaffin, Melissa. This was the purpose of a study using a multiple-baseline design to examine the effect of providing performance feedback on the use of reading comprehension and comprehension strategies. Participants consisted of four seventh-grade students with comprehension difficulties. Students were taught shared comprehension instruction strategies in the form of questioning, summarizing, clarifying, and predicting. Responses to post-reading interviews were coded to identify how well students implemented the strategies, and this information was then used to provide performance feedback to students. Use of reading comprehension strategies [5].

The third research of Indonesian Language Education Study: “Reciprocal Strategy Teaching as an Important Factor in Improving Reading Comprehension” by Hammad R. Ahmadi, Abbas Pourhosein Gilakjani. The purpose of this study was to assess the effectiveness of feedback, measuring how effective reciprocal teaching is in improving students’ reading skills at a certain level [6].

Analyzing Feedback Types, Identifying the types of feedback (written or oral) that have the greatest impact on students’ reading comprehension. Exploring Student Perceptions, Knowing how students feel and respond to teacher feedback, and its impact on their motivation and self-confidence.

Identifying Learning Strategies, Exploring the most effective teaching strategies in providing constructive feedback and supporting students’ learning process. Providing Practical Recommendations, Preparing recommendations for teachers in implementing effective reciprocal learning to improve students’ reading comprehension [7].

Whenever teachers are faced with students lacking adequate comprehension skills, they need to be able to train these students to use metacognitive strategies; otherwise, students will continue to read texts that only emphasize words and not meaning. A set of metacognitive strategies is a reciprocal teaching strategy used to improve students’ reading comprehension. Reciprocal teaching involves four main metacognitive reading strategies: predicting, questioning, clarifying, and summarizing. The purpose of this paper is to define key terms, explain models of the reading process, review the reading process and reading strategies, discuss cognitive and metacognitive strategies and reading comprehension, outline reciprocal teaching and its theoretical framework, cite related research on reciprocal teaching, and state the relationship between reciprocal teaching and reading comprehension. The findings indicate that reciprocal teaching has a significant positive effect on EFL students’ reading comprehension and use of the four main metacognitive reading strategies.

Similarities and Differences of Three (EFL) Teacher Feedback Studies on Reading Comprehension in Grade IX of SMPN 8 Sigi. All of these studies focused on improving reading comprehension skills among students, meaning improving students’ skills. They investigated how teaching approaches can influence students’ ability to comprehend text [8].

Each study emphasized the importance of teacher feedback as a tool to support and improve students’ reading comprehension. This feedback is expected to increase student engagement in the learning process.

These studies examined students experiencing reading comprehension difficulties and aimed to provide support for them. All studies explored the various teaching strategies teachers employed to help students improve their reading skills.

The difference lies in the location of Labschool Palu Middle School, which may have its own specific social and cultural context. Meanwhile, this study was conducted at SMPN-8 Sigi, which may have different challenges and opportunities in teaching English. The research at SMP Labschool Palu and the second research focused on seventh grade students, while the research at SMPN-8 Sigi studied ninth grade students.

This can affect students’ level of understanding and learning experience. Methodological Approach: The research at SMP Labschool Palu was likely more qualitative in nature, focusing on describing teachers’ experiences and strategies. Meanwhile, the research at SMPN-8 Sigi also used a qualitative approach to determine whether teacher feedback had a significant impact on students’ reading comprehension.

The research at SMP Labschool Palu perhaps emphasized the use of performance feedback as a primary strategy, while the research at SMPN-8 Sigi perhaps more generally explored the various forms of feedback provided by teachers. This study employed methods such as in-depth interviews, classroom observations, and document analysis to collect data on teacher and student experiences. This study involved students experiencing difficulties in reading comprehension. The sample selection was carried out to ensure the representativeness of the research results^.[9].

By understanding the similarities and differences and the methods used in these studies, we can gain more comprehensive insights into how teacher feedback can contribute to improving students’ reading comprehension in various educational contexts.

Research at SMPN 8 Sigi explored different types of feedback (positive, constructive, and negative) and how each type impacted student motivation and understanding. On the other hand, research at SMP Labschool Palu may not have addressed feedback specifically, but rather teaching techniques as a whole.

Teacher feedback is an important aspect of the teaching and learning process. Feedback can be defined as information teachers provide to students about their performance or understanding. Feedback can help students understand their strengths and weaknesses. Teacher feedback has a significant impact on students’ reading comprehension.

Several studies have shown that effective feedback can improve students’ reading comprehension skills. For example, research by Hattie and Timperley found that feedback that is learning-focused, specific, and constructive can help students identify errors, understand important concepts, and develop more effective reading strategies [10].

Furthermore, other research has shown that teacher feedback can motivate students to engage more in reading activities, thereby improving their comprehension of the text, Positive and constructive feedback can encourage students to be more confident and motivated in developing their reading skills.

However, the effectiveness of teacher feedback in improving student reading comprehension is also influenced by several factors, such as the frequency of feedback, the type of feedback, and the method of delivery. Therefore, teachers need to consider these aspects when providing feedback to maximize its impact on student reading comprehension.

Overall, this literature review indicates that teacher feedback plays a crucial role in improving students’ reading comprehension. Teachers must design and provide effective feedback to help students identify their strengths and weaknesses and develop better reading strategies.

Some of the main points that are the subject of discussion in this research include:

The Importance of Feedback in Education

Feedback is a key element in education that helps students understand their progress, recognize errors, and improve performance. In the context of teaching reading, effective feedback can help students develop a deeper understanding of the texts they read.

The Influence of Feedback on Student Learning Motivation

Previous research has shown that positive feedback can increase students’ motivation and self-confidence. Students who receive constructive feedback tend to be more engaged in learning and try harder to achieve their academic goals [11].

Different Types of Feedback

Feedback can be positive, constructive, or negative. Each type of feedback has a different impact on students. Previous research has identified how appropriately delivered feedback can influence students’ ability to read and comprehend the material.

Limitations in Feedback Practice

While feedback has many benefits, it faces challenges in practice. Some teachers may not provide feedback consistently or in a supportive manner. This is a significant issue that requires further research.

Local Context of SMPN-8 Sigi

At SMPN-8 Sigi, local context and student characteristics play a role in shaping classroom dynamics. By understanding how feedback is implemented in this context, this study seeks to provide relevant insights for developing better teaching practices. This literature review covers key concepts, previous research, and the relevance of theories supporting this research.

Conceptual Diagram of Teachers’ Feedback Reading Comprehension

Key findings from previous research emphasize the importance of feedback in reading instruction. By understanding the role and types of effective feedback, teachers can optimize the learning process and help students achieve better reading comprehension.

This study provides a strong basis for further research at SMPN-8 Sigi regarding feedback practices that can be improved^.[12].

Understanding Feedback

Feedback is information provided to individuals regarding their performance, with the aim of improving and refining the learning process. In the context of English language teaching, feedback from teachers to students is crucial to helping students understand the material being taught, particularly in reading skills. Feedback can be either oral or written and can cover various aspects, such as text comprehension, comprehension usage, and sentence structure [13].

The Importance of Feedback in Learning to Read

Feedback plays an important role in teaching reading because:

Improving Comprehension

Feedback helps students convey their understanding of the text they read. By identifying errors and areas for improvement, students can improve their reading comprehension.

Student Motivation

Positive feedback can increase student motivation. When students receive recognition for their efforts, they tend to be more enthusiastic about learning.

Identifying Weaknesses

Feedback allows teachers to identify students’ weaknesses in reading, so they can provide appropriate interventions.

Types of Feedback

In the context of reading learning, feedback is divided into several types:

Formative Feedback

Provided during the learning process to help students understand their mistakes and improve their performance.

Summative Input

Given after the assessment is completed, usually in the form of a grade or report, this feedback helps students assess their overall performance.

Related Research

Several studies have shown that timely and specific feedback can improve students’ reading comprehension. For example, Hattie and Timperley research shows that effective feedback can improve students’ learning outcomes. Hattie and Timperley research emphasizes that effective feedback is a critical component in improving students’ reading comprehension [14].

By providing appropriate feedback, teachers can help students identify errors, improve strategies, and better achieve learning goals.

Effective feedback must meet several criteria, namely:

• Timely: Feedback should be given as soon as the assignment or test is completed.
• Specific: Feedback should provide clear and detailed information about the student’s strengths and weaknesses.
• Constructive: Feedback should be constructive and motivate students to improve their performance.
• Focus on the process: Feedback should be focused on the learning process, not just the end result.

Effective feedback can help students improve their reading comprehension, as it can provide valuable information about students’ strengths and weaknesses in understanding the text.

Feedback is a crucial element in the learning process that can improve student achievement, including reading comprehension. By providing appropriate feedback, teachers can help students develop better text comprehension and effective reading strategies. Good feedback not only improves academic achievement but also increases student motivation and engagement in learning.

METHODOLOGY

Research Approach and Design

This research uses qualitative research approach, which is suitable for exploring and understanding complex social and educational phenomena in their natural context. The focus of this research is to investigate feedback practices used by English as a Foreign Language (EFL) teachers in reading comprehension instruction for ninth grade students at SMPN 8 Sigi[15].

Qualitative research is appropriate when the goal is to examine the meanings, experiences, and perspectives that individuals or groups attribute to a particular phenomenon. This approach allows researchers to collect rich descriptive data and analyze it inductively within an interpretive framework.

To implement this approach, this study adopted case study design. a case study is “an empirical inquiry that investigates a contemporary phenomenon within a real-life context, especially when the boundaries between phenomenon and context are not clearly evident.” Case studies are ideal in this research because they provide an in-depth and holistic investigation of EFL teacher feedback within a specific educational setting [16].

Although case studies do not require extensive fieldwork or ethnographic in-depth research, they emphasize the use of multiple data sources, such as observations and interviews, to triangulate and validate findings. Therefore, this qualitative case study aims to gain a deeper understanding of the instructional feedback process in a real-life classroom context [17].

Research Background and Participants

This research was conducted in Sigi 8th Junior High School, a junior high school located in Central Sulawesi, Indonesia. The main participants in this study were:

• English teacher who is responsible for teaching reading comprehension in ninth grade.
• Ninth grade students who are directly involved in the process of teaching reading.

This selection of participants aimed to capture both perspectives: those delivering the instruction (the teacher) and those receiving it (the student). This dual perspective increases the validity of the data by providing a more complete understanding of the feedback process.

Data were collected through semi-structured interviews and classroom observations involving teachers and students to explore the effectiveness, perceptions, and application of feedback during reading lessons [18].

Researcher Position

Researchers act as non-participant observer and interviewer. While maintaining professional distance, researchers interact directly with participants to collect authentic data through interviews and observations. The researcher’s positionality is crucial in qualitative research because it influences interpretation. Therefore, reflexivity is maintained throughout the research process to minimize bias and ensure the credibility of the data [19].

Data and Data Sources

Data

The data collected in this study are qualitative. Essentially, it consists of verbal statements, descriptions, actions, and narratives. This data is obtained from interviews, field notes, and observations, allowing researchers to understand the explicit and implicit dimensions of teacher feedback. According to Moleong (2017), qualitative data emphasizes words over numbers and is useful for understanding meaning and experience.

Data Sources

This research utilizes primary data sources, collected directly from real participants during the research process. This data includes:

• Interview with English teachers and students.
• Class observation during the reading comprehension session.

No secondary data sources (such as documents, reports, or external archives) were used in this study [20].

Data Collection Techniques

Observation

Observations were conducted to examine actual classroom practices related to teacher feedback during reading comprehension instruction. This technique allowed researchers to record events in a natural setting without intervention. Observations were focused, structured, and systematically documented using observation sheets and field notes. Observations provide a direct way to see what participants do, rather than relying solely on what they say[21].

Semi-Structured Interviews

To gain deeper insights into teacher and student perspectives on feedback, semi-structured interviews this type of interview offers a balance between structure and flexibility. The interview follows an interview guide based on predetermined themes (type of feedback, timing, student responses), while still allowing participants to elaborate on their experiences and perspectives.

Semi-structured interviews are effective in capturing in-depth responses while maintaining consistency across participants. Using this technique also allows researchers to explore emerging issues and adjust the flow of the conversation based on participant responses.

Interviews were conducted face-to-face, recorded (with consent), and then transcribed for thematic analysis [22].

Data Analysis Techniques

In accordance with the qualitative case study approach, data analysis in this study follows the approach interactive and inductive processes, which aims to identify patterns, categories, and themes that emerge from the collected data. The analysis is conducted through several interrelated stages.

Data Condensation

Data condensation involved selecting, focusing, simplifying, and transforming raw data obtained from interviews, observations, and field notes. At this stage, the researcher carefully read all transcripts and observation notes, highlighting relevant information that reflected how the teacher provided feedback during reading comprehension lessons. Redundant and irrelevant data were removed to maintain clarity of analysis.

Data Display

After condensation, the data is organized and displayed systematically to facilitate interpretation. This includes the use of matrices, thematic charts, and coding tables to categorize teacher feedback practices (corrective, descriptive, evaluative feedback), feedback timing, student responses, and contextual factors that influence feedback delivery. Thematic displays help researchers visually track emerging patterns and relationships.

Drawing and Verifying Conclusions

In the final stage, researchers draw conclusions from the thematic patterns observed throughout the data. These conclusions are not drawn hastily, but rather consistently. verified against the data corpus through cross-checking between different sources (interviews vs. observations), types of participants (teachers vs. students), and contexts (different class sessions). This process ensures credibility and validity from the findings.

Coding Process

Researchers apply manual coding process guided by both deductive and inductive techniques:

• Deductive code derived from the interview guide and theoretical framework (e.g., type of feedback, timing, clarity, student engagement).
• Inductive code emerged from the data itself during the initial reading and rereading of the transcripts.

These codes are then grouped into broader groups. categories and themes, such as “feedback strategies”, “student perceptions”, “teacher intentions”, and “classroom interaction patterns”.

Triangulation

To make sure trust and credibility from these findings, triangulation used by comparing data across:

• Various data collection techniques (observation vs. interviews)
• Different participant perspectives (teacher vs student)
• Multiple teaching sessions (to identify consistency or variation)

This triangulation strengthens the analysis by validating the consistency and reliability of the patterns found.

Reflexivity

Throughout the analysis process, the researcher-maintained reflexivity, continually reflecting on personal assumptions, positions, and potential biases. A reflective journal is created to document analytical decisions and personal reactions, ensuring that interpretations remain grounded in the participants’ actual words and behavior.

RESEARCH RESULTS

Description of Research Location

A Brief Overview of SMPN 8 Sigi

SMPN 8 Sigi is a public junior high school (SMP) located on Jl. Poros Palu Kulawi, Sibowi District, Tanambulava District, Sigi Regency, Central Sulawesi, this school was established in 1984. This public school has a fairly large land area, reaching 30,414 square meters, indicating that there is sufficient space for the development of educational facilities and services.

The school achieved an A accreditation rating through a Decree issued in 2019. This achievement demonstrates the school’s commitment to providing high-quality education for its students. As a public school under the auspices of the Regional Government, SMP Negeri 8 Sigi operates a six-day-a-week teaching and learning process with a morning system. While a website and phone number are not available, SMP Negeri 8 Sigi can be contacted via email at smpnegeri8sigi@gmail.com. This facilitates communication between the school and parents or the community seeking further information. With adequate facilities, good accreditation, and a strong commitment to educational quality, SMP Negeri 8 Sigi has the potential to be the right choice for parents who want to provide the best education for their children.

In learning activities, this school has 329 students, consisting of 158 male students and 171 female students, where the number of female students is more than male students. This is guided by professional teachers in their fields.

The current principal of SMP Negeri 8 Sigi and the responsible operator is SMPN 8 Sigi. With the existence of SMP Negeri 8 Sigi, it is hoped that it can contribute to educating the nation’s children in Tanambulava District, Sigi Regency.

Teaching Skills

Through Professional Development, Continuing professional development is essential for (EFL) teachers to improve their skills and knowledge. They attend trainings, workshops, and conferences to learn the latest teaching strategies and methods. They also share their experiences and knowledge with other teachers through discussions and collaborations. A commitment to professional development ensures that (EFL) teachers stay up-to-date on the latest developments in language teaching and can adapt their practices to meet students’ needs [23].

Leveraging Technology to Enhance Learning. Technology plays an increasingly important role in teaching English as a Foreign Language (EFL). EFL teachers utilize a variety of technologies to enhance learning, such as language learning software, online platforms, and social media. They can use technology to assign assignments, provide feedback, and communicate with students outside of class. Technology can also help create more interactive and engaging learning [24].

Adapting Strategies to Local Contexts: EFL teachers recognize that each learning context is unique and requires tailored strategies. They consider factors such as local culture, student ability levels, and available resources when planning and implementing lessons. The ability to adapt and adjust strategies to local contexts is key to successful EFL teaching.

The scanning and scanning methods are two learning methods used by English teachers at SMPN 8 SIGI, where students are taught to read the entire text (scanning) until they can finally read it quickly (screening)[25].

To make it easier for students to apply learning methods, teachers allow students to use smartphones as stated in S1/SM, he said:

“Now students are allowed to use smartphones to support their learning. This also helps students grow their interest in learning English, because with smartphones as a reference, learning English will be much easier and more enjoyable.”

This confirms that students tend to more easily understand accurate feedback while increasing their interest in learning to communicate in English [26]. The drawback in implementing this learning method is that students tend to prefer to rely on their smartphones, making it difficult to improve their critical thinking skills in providing feedback in communication.

Teacher Feedback and Its Delivery

A teacher is a figure admired and imitated by his students. As a teacher of the times Now need to be aware of the important role in providing feedback to students, to instruct progress, inspire student motivation and achievement [27].

Effective feedback helps students learn and develop. Related to the reading comprehension of class IX students of SMPN 8 Sigi, showing them where they need to make adjustments.

Challenges Faced by EFL Teachers in Providing Feedback

EFL teachers play a crucial role in developing students’ language skills. Providing effective feedback is a crucial aspect of the learning process. However, teachers face many challenges in providing this feedback. Understanding these challenges is crucial for improving the quality of teaching and learning in EFL classrooms.

One of the main challenges is time constraints. EFL teachers often teach multiple classes with large numbers of students. In this situation, the time available to review assignments and provide comprehensive feedback is very limited. The feedback provided can be brief or in-depth, so students do not receive the information they need to improve their skills. This can create gaps in students’ understanding of the material being taught [28].

How EFL Teachers Overcome Challenges

English as a Foreign Language (EFL) teachers face numerous challenges in their efforts to create effective and supportive learning environments. These challenges range from differences in student ability to limited resources. However, through creativity, adaptation, and continuous professional development, EFL teachers have developed various strategies to overcome these obstacles and ensure student learning success [29].

DISCUSSION

This study provides in-depth insights into the feedback practices of English language (EFL) teachers in teaching reading comprehension at SMPN 8 Sigi. The findings indicate that teacher feedback plays a significant role in helping students improve their English reading comprehension skills, although its implementation still faces several challenges.

One of the main contributions of this research is the reaffirmation that constructive and timely feedback significantly influences the development of students’ reading skills, which emphasizes that specific, learning-focused feedback can improve students’ motivation, comprehension, and academic achievement. In the context of SMPN 8 Sigi, teachers tend to provide feedback in the form of grammatical corrections and vocabulary clarifications, which have proven effective in correcting students’ local errors in texts [30].

However, these findings also revealed diverse student perceptions of the feedback they received. Some students found feedback helpful, while others were confused by feedback that was too general or lacked context. This suggests that the effectiveness of feedback is determined not only by its content, but also by how it is delivered and the students’ ability to interpret the teacher’s message. Therefore, different approaches and mapping students’ learning styles are important to ensure that each individual can optimally utilize feedback [31].

One significant challenge identified is time constraints. Due to the large number of students per class, English as a Foreign Language (EFL) teachers often struggle to provide in-depth and personalized feedback to each student.

To overcome these obstacles, teachers at SMPN 8 Sigi have developed various adaptive strategies, such as

• Differentiated learning, which allows teachers to tailor feedback to students’ abilities.
• Utilization of simple technology, for example, using smartphones to support reading practice or delivering feedback via digital messages.
• Strengthening a positive learning environment, which encourages students to be more open to correction and input from teachers.

These strategies demonstrate that, despite limitations, teachers are able to demonstrate pedagogical flexibility in supporting students’ reading comprehension achievement.

Furthermore, strengthening teacher capacity through professional training is crucial. Also confirms that teaching strategies such as reciprocal teaching (question-asking, summarizing, clarifying, and predicting) are highly effective in improving reading comprehension. Teachers at SMPN 8 Sigi can systematically integrate these strategies into their daily feedback practices to enhance teaching effectiveness.

The findings of this study also highlight the intrinsic motivational aspect of students, where students who receive quality feedback tend to be more active in seeking additional reading and participating in class discussions. This confirms that feedback is not only a corrective tool, but also a motivational stimulus that forms a positive attitude towards learning English [32].

Ultimately, the variation in feedback outcomes suggests that a uniform approach is inadequate. Teachers need to consider students’ individuality when providing feedback to ensure equitable outcomes. Who emphasize that the effectiveness of feedback is highly contextual and depends on how students process and act on the information [33].

Types of Feedback

Feedback is information given to someone regarding their performance, behavior, or work results. The primary purpose of providing feedback is to help the individual improve their skills and performance. Effective feedback is specific, measurable, achievable, relevant, and time-bound. This means that feedback should clearly explain what was done well and what needs improvement, and provide realistic and measurable targets for future improvement.

There are different types of feedback, which can be categorized by delivery method, content, and timing. Based on the delivery method, feedback can be verbal (spoken), written, or non-verbal (through body language). Based on its content, feedback can be positive (recognizing accomplishments), negative (pointing out areas for improvement), or neutral (providing information without judgment). The timing of feedback is also important; feedback given immediately after an event occurs tends to be more effective than delayed feedback.

Impact on Motivation

Effective feedback from EFL teachers significantly impacts the motivation of ninth-grade students at SMPN 8 Sigi in developing their reading comprehension. Positive and constructive feedback, delivered in a timely and specific manner, fosters a sense of accomplishment and encourages further engagement with reading. When students receive detailed comments that highlight strengths and areas for improvement, they are more likely to feel confident in their abilities and motivated to address their weaknesses. This type of feedback fosters a growth mindset, in which students view challenges as opportunities for learning and development, rather than as indicators of inherent limitations. Conversely, vague or critical feedback can decrease motivation, leading to feelings of frustration and reluctance to engage in reading activities. A teacher’s approach, whether supportive and encouraging or dismissive and critical, directly influences students’ perceptions of their own abilities and their willingness to persist in the face of difficulties [34].

Involvement in the Learning Process

The learning process refers to the extent to which students actively participate and interact with course materials, assignments, and classroom activities, going beyond passive listening. This engagement includes activities such as group discussions, problem-solving, case analysis, simulations, and collaborative projects, designed to stimulate critical thinking, creativity, and the application of knowledge. By actively engaging, students not only receive information but also construct their own understanding through direct experience and reflection, which in turn improves retention, motivation, and the ability to transfer knowledge to new contexts.

In the context of EFL teacher feedback on ninth-grade students’ reading comprehension at SMPN 8 Sigi, student engagement in the learning process is crucial. Teacher feedback can be a catalyst or a barrier to student engagement. Constructive and specific feedback, highlighting strengths and areas for improvement, can encourage students to be more active in reading, asking questions, and discussing. Conversely, negative or unclear feedback can make students feel unmotivated and reluctant to participate. Therefore, teachers need to design feedback that is not only informative but also motivating, so that students feel actively involved in their learning process [35].

Perception of Learning Quality

Perceptions of learning quality in the context of English as a Foreign Language (EFL) teacher feedback on ninth-grade students’ reading comprehension at SMPN 8 Sigi are crucial factors influencing the success of the teaching and learning process. These perceptions are shaped by various aspects, including the quality and type of feedback students receive, the teaching methods used by teachers, the availability of learning resources, and the overall learning environment. Students who receive specific, constructive, and timely feedback tend to have positive perceptions of learning quality.

This feedback helps them understand their strengths and weaknesses in reading, thus enabling them to improve their reading comprehension and skills. Conversely, general, negative, or late feedback can create negative perceptions, reduce learning motivation, and hinder the development of their reading comprehension. In addition to feedback, engaging and interactive teaching methods, as well as the availability of adequate learning resources, also contribute to positive perceptions of learning quality. A supportive and inclusive learning environment also plays a significant role in shaping students’ perceptions of learning quality.

Social Environmental Impact

The social and environmental impact of English as a Foreign Language (EFL) teacher feedback on reading comprehension in ninth-grade students at SMPN 8 Sigi is a multifaceted issue that requires in-depth understanding. While it cannot be directly measured in a simple quantitative sense, its impact can be analyzed through its influence on students’ learning environments and the wider community. Positive impacts can include improved students’ reading comprehension skills, leading to improved academic achievement and future opportunities. This increased literacy can empower students to engage more effectively with information, participate more fully in society, and potentially contribute to a more informed and engaged society. Furthermore, effective feedback can foster a positive learning environment within the classroom, characterized by increased student motivation, engagement, and a sense of accomplishment. This positive learning environment can extend beyond the classroom, influencing students’ attitudes toward learning and their overall well-being. However, ineffective feedback can have detrimental effects, potentially leading to decreased self-confidence, frustration, and a lack of student engagement in learning. This can negatively impact students’ academic progress and overall development, potentially perpetuating existing social inequalities [36].

Learning From (Teachers)

The relationship between the instructor as an educator and the student or learner is called learning from the instructor. Instructors and trainees exchange information throughout the learning process. The instructor’s techniques and strategies for implementing learning will produce positive educational outcomes^. The instructor acts as an informant, providing information about learning materials, especially in learning reading comprehension.

In the context of this study, a teacher is an instructor who teaches in a classroom. Educators are educational personnel qualified as teachers, lecturers, counselors, tutors, instructors, facilitators, and other titles according to their field of expertise, who participate in the provision of education.^88.Learning from instructors or teachers also has an impact and provides support for students in improving their English language skills when they receive punishment in English reading comprehension lessons. Some students, when punished and unable to receive explanations for their mistakes from peers or self-study, turn to EFL teachers. S3/RA confirmed this statement. He said: I am often corrected in terms of how to read reading texts, and sometimes regarding reading rules that I don’t know and also how to understand reading texts, so when I can’t explain it, I usually ask the teacher straight away[37].^.

The student also added: “Search on Google to find out the meaning of unknown vocabulary, or usually ask the teacher about the reading text”

The quote demonstrates similarities in how students learn to acquire new knowledge. When they are punished, they will ask the teacher. In contrast, S4/TS demonstrates a different perspective. He states that: “Personally, maybe it’s because I’m lazy to study reading comprehension at home, so I have to concentrate fully when studying in class and I can ask questions right away.”[38] .This statement is very different from the statements of most students here, who have less responsibility for their studies. As a result, this type of student must learn effectively in class.

The impact of increasing feedback

Influence and benefits feedback Teachers vary in developing students’ reading skills. This variation is influenced by several factors, such as students’ learning styles, frequency of instruction, and the feedback, and accuracy feedback Therefore, it is important for teachers to understand student characteristics and adjust strategies in providing learning. Input in order to provide optimal impact for each student. (Example references are needed here, for example studies on differentiation feedback in learning [39].

CONCLUSION

This study confirms that English language (EFL) teacher feedback plays a significant role in improving ninth-grade students’ reading comprehension at SMPN 8 Sigi. Constructive, specific, and timely feedback has been shown to promote cognitive improvement while motivating students to be more active in the learning process. However, the effectiveness of feedback is still influenced by time constraints, the number of students, and the diversity of students’ abilities and perceptions of the feedback provided. Therefore, teachers are required to develop adaptive and contextual strategies based on individual student understanding and needs-based teaching practices. This study recommends the need for ongoing professional training for teachers to optimize feedback practices as a pedagogical instrument that not only improves students’ academic performance but also fosters positive attitudes toward English language learning overall.

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