Students’ performance in secondary English online classroom is a crucial thing to be consider. In reality, in English classroom students show poor academic performance which can be seen when they are not able to pass the KKM provided by school. Hence, to overcome the issue, teacher as the facilitator of learning provide teaching strategy namely feedback as the problem solver. The methodology used in this paper is qualitative based literature review with data taken from writers’ second practicum e-portfolio. This paper aimed to examine ways of implementing feedback in online English secondary classroom, and its impact. The result findings there is a significant improvement of students’ academic performance through teachers’ oral and written feedback. However, in the implementation, teachers must consider students’ needs, quality and level of the feedback, and the time to make it effective yet meaningful. The writer suggests English teachers to apply feedback strategy in the classroom by adjusting towards students’ condition and for future research to explore and examine more on the impacts carried by feedback towards students affective domain also analyze students attitude towards teacher feedback because due to the time limitation which makes the writer unable to achieve it.