Student always have their own perfective when corrected by their teacher so that makes them more understand about the word they said.This study investigated the preferences of English Education Study Program students at Indo Global Mandiri University regarding corrective feedback in speaking classes. The research aims to provide insights for educators to tailor their teaching practices, thereby enhancing students' speaking skills and overall language development. The sample for this research consisted of a total of 50 participants. These participants were chosen from the 2nd and 4th semesters to ensure a representative cohort that could provide insightful data on the research question. Data was collected through questionnaires distributed to students taking speaking courses. The findings of the study revealed that students generally have positive perceptions of corrective feedback, valuing its role in improving their speaking abilities. The findings of this study indicate that students of the English Education Study Program at Indo Global Mandiri University highly value corrective feedback and consider it an important tool for developing their speaking skills. Students prefer feedback that is explicit, explains their mistakes, and gives them the opportunity to correct themselves. The study concludes that corrective feedback is a valuable tool in English language learning, and suggests that educators are advised to use clear and specific methods, encourage active student participation in the correction process, and remain mindful of the potential for discomfort among some students when correction is given openly in class.
Keywords: corrective feedback, speaking skill, English language learning, student preferences, explicit feedback