Formative feedback to deepen students' understanding of English report texts

Abstract

This study aimed to explore how formative feedback supported students’ deeper understanding of English report texts in a vocational high school context. A qualitative descriptive design was employed involving 36 eleventh-grade students at SMKN 18 Jakarta. The participants were selected using purposive sampling because they had learned English report texts and actively participated throughout the research. Data were collected using the Student Self-Assessment Sheet as the primary instrument, supported by the Teacher Observation Rubric and classroom documentation. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing and verification. The findings revealed continuous improvement across six learning indicators: understanding feedback, applying feedback, reflecting on learning, asking for clarification, connecting feedback to concepts, and evidence of improvement. Teacher observations further confirmed increased student participation, confidence, collaboration, and conceptual understanding throughout the learning process. The study concludes that continuous oral formative feedback effectively supported students’ deeper understanding of English report texts by promoting reflection, active engagement, self-assessment, and continuous conceptual development. These findings contribute qualitative evidence of the role of formative feedback in vocational English classrooms and provide practical implications for teachers seeking to implement more reflective and student-centered learning practices.