<![CDATA[AbstractThis study is aimed to investigate corrective feedback strategies used by the teacher to respond students’ speaking error and explain students’ perception toward corrective feedback by using case study method. The participants in this research were an English teacher and 40 students of the tenth grade of marketing 1, SMKN 3 Pontianak. From direct observation, it was found that the corrective feedback strategies used by the teacher were recast (31,82%), explicit correction (22,73%), elicitation (18,18%), repetition (15,91%) and clarification request (11,36%). The strategy that mostly appeared was recast, where to correct the students’ error in speaking, the teacher directly facilitated the students with the correct form. Furthermore, there were two questionnaires given to the students to know students’ perception toward corrective feedback. The result showed that most of the students (50%) preferred explicit correction where the reason was they thought that it was helpful for them to know the part of their error and also made them easier to correct the error to avoid the same error in the future performance. The students also gave positive response because they thought that corrective feedback given by the teacher was very helpful, they also learned much from the feedback, they felt satisfied and did not resent of being corrected and thought to correct their error.Keywords: Corrective Feedback, Speaking, Perception  ]]>
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