In achieve its objectives, researcher use descriptive qualitative as an approach to
collect and analyze data. The subject of this research are one teacher and all the students of
68th group of English UPB at UIN Antasari Banjarmasin The object of this research the
teacher’s feedback especially corrective feedback use by teacher in pronunciation activities of
68th group of English UPB at UIN Antasari Banjarmasin This research carries out in the
group 68th English Language Development Unit (UPB) at UIN Antasari Banjarmasin. This
study take 68th grade from 109 groups and 2811 of students, in group 68th consists of 24
students. The researcher gets data from informants and documents. The main data is obtained
collecting student pronunciation errors activities that contains corrective feedback from
teacher. The istrument use in this study are observation and interview. Data processing in this
research is divide into three phases: reducing, displaying and drawing conclusion. Then, all
the data are analyze descriptively qualitatively and concluded inductively.
This study find out that there are six types of corrective feedback used by teacher to
students in pronunciation at Group 68th of English UPB at UIN Antasari Banjarmasin. They
are recast, metalinguistic feedback, clarification request, elicitation, explicit feedback and
repetition. The most dominant type of corrective feedback that is use by the teacher during
pronunciation activities at Group 68th of English UPB at UIN Antasari Banjarmasin are
recast, clarification request and repetition.