Errors are frequently made by learners as they study a foreign language. Due to the error occurrences, it is necessary for teachers to assist their students in fixing their errors which might be done by giving corrective feedback. Thus, the objectives of this study is to investigate the phenomenon of corrective feedback which focuses on teacher's oral explicit correction delivered both in L1 and L2 which occurred in an Indonesia EFL classroom during speaking section and to find out students' oral responses towards the teacher's oral L1 and L2 explicit corrections. This study involved one teacher of English and 34 students of the first grade in a senior high school. To reach the objectives of this study, data were collected through classroom observations and interview. After the data was qualitatively and quantitatively analyzed, the result of the observations showed that the process of the provision of explicit correction covers 3 steps: trigger (error), explicit correction, and uptake. A pattern coded as "choice" to provide an explicit correction was also found. The result of observation and interview also revealed that teacher offered oral explicit corrections in L1 and L2, in which the language use was emphasized on L1. On the basis of the observation, it also indicated that the oral L1 and L2 explicit corrections were variously responded by the students which resulted in two types of uptake: repair and needs-repair, in which the frequency of repair uptake in the form of peer-repair was frequently produced.

Higher-Order Thinking Skills (HOTS) has been mandated in the 2013 Curriculum in Indonesia. Despite a growing number of studies on how HOTS and the 2013 Curriculum are interrelated, only a few studies on how students particularly in a lower level of education have reported their classroom experience with HOTS especially with the help teacher's feedback. Therefore, this study aims at revealing how to promote students' higher-order thinking skills through teacher's feedback. A qualitative research was employed to investigate the phenomenon and one English teacher, and 31 students were involved as participants who were observed and interviewed. The findings showed that teacher implemented four models when assisting students in increasing their HOTS: (1) discussing students' reasoning; (2) providing feedback which functions as scaffolding; (3) offering feedback to students' responses with praise along with "what" questions; and (4) giving suggestions for the students' improvement transformed into challenges.

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