Oral feedback is essential to be embodied in speaking class. The implementation of oral feedback aids learners to attain the demanded aspects in mastering speaking. This study aimed at investigating, (1) the application of oral feedback in the classroom, (2) the types of oral feedback applied, (3) the effects of oral feedback viewed from learners’ perception. This study was a qualitative case study. The population of the study encompassed the fourth semester of a university of Surakarta. The samples were 16 learners. The instruments used for collecting the data were field notes yielded from classroom observation, transcript interview, and related documents. The result of the study performed that (1) oral feedback was provided by lecturer and learners after the learner as performers wrapped up the performance or straight away when the linguistic error coming out; (2) the types of oral feedback employed were positive and negative/corrective feedback which were distinguished by the frequent of conveyance and the providers; and (3) learners perceived that the implementation of oral feedback benefitted in the domains of cognition, linguistic, and affective. The result highlighted the essence of the delivery of oral feedback and the types of oral feedback as determinants of the effects. The lecturer needed to be more attentive with the preference of oral feedback types that would be utilized and provide a set of criteria as guidance for learners to make a betterment in peer feedback practice.  Keywords: case study, oral feedback, speaking competence