| The current research is investigating the types of oral feedback used by the teacher in speaking lesson and the students’ uptakes. Giving oral feedback to the students in speaking lesson is helpful for them because they tend to make mistakes and errors during their learning process. Mistakes refers to the occasional lapses in speaking performance (Dayat, 2017) and the students are able to correct it by themselves after the teacher points it out while errors still need to be explained by the teacher before the students can fix them themselves (Hammer 2007, as cited in Helmanda et al., 2018). This research aims to investigate the types of oral feedback that the teacher gave during speaking activities. This research also examined if the teacher gave different types of feedback based on the students’ English proficiency, and how the students responded to the feedback or also known as student uptake. The subjects in this research were 37 students from the third grade of Sophos Indonesia Elementary School. The data were collected through the real time classroom observation. The data were analyzed by using quantitative and qualitative method. The findings reveal that the teacher preferred to provide the feedback in explicit correction for both upper intermediate and lower intermediate students. Interestingly, students from different proficiency levels responded to the feedback differently. |