Teacher's corrective feedback strategies to address students' mispronunciation: a case study at SMK Al Muhajirin Gresik

Received Pronunciation is important in English speaking. However, students often make pronunciation error, particularly in plosive voiceless consonant sound. This descriptive qualitative research aims to answer a research question, namely what is the teacher’s corrective feedback strategy to address students’ mispronunciation. The data were collected by using teachers’ note, recording, observation checklist and interview. The result shows 67 errors in pronouncing plosive stop. The most common error occurred in the initial position especially in the phonemes /kh/. Explicit corrective feedback strategy is more frequently used by the teacher than other corrective feedback. The result of observation and interview indicate the positive effect of this corrective feedback strategy in the learning process at the class. Through this strategy, the students get a lot of information about the rules of aspiration and the teacher can facilitate others students who have the low ability in understanding this material on plosive voiceless consonant sound in English.