This study aims to describe comprehensively how vocational high school students in Surakarta interpret and respond to feedback provided by teachers in the process of learning to speak English. In addition, this study also aims to identify the types of feedback that are considered most helpful in improving students' speaking skills. This research using a qualitative study with a case study approach. Data were collected through classroom observation, questionnaire distribution, and interviews with several students. The results of the study show that students respond positively to the feedback they receive. They not only accept feedback openly but also understand its content and use it as a basis for improving their performance. Other findings also indicate that feedback helps them become more confident in speaking, understand their mistakes, and be more motivated to learn. The type of feedback that students consider most effective is feedback that is given directly, accompanied by concrete examples, and delivered in a constructive manner. This type of feedback is considered capable of improving important aspects of speaking skills, such as pronunciation, grammar, fluency, vocabulary selection, and understanding of context. Additionally, students are more active in evaluating their learning outcomes and use feedback as material for self-study at home. This study provides an overview that the right feedback strategy can create a supportive learning environment and have a positive impact on improving students' speaking skills. Therefore, it is important for teachers to design feedback that is not only corrective but also encourages students to develop and actively participate in their own learning process.