The goals of the research are: 1) Identify the types and the frequency of corrective feedbacks used by the teacher in English classroom. 2) Identify which students’ errors (phonological, lexical, or grammatical) that the teacher prefers to correct.
This research is a qualitative research that used a case study method. The data of the research are utterances spoken by the teacher in the classroom interaction and interview result with the informants. The data resources are informants, events of teacher-students classroom interaction and documented video of it.
The results of the research are: 1) 1. Out of 34 utterances found, the teacher applied all types of corrective feedback with the following proportion: explicit correction was used ten times (27.78%), recasts was used eight times (22.22%), metalinguistic feedbacks was used seven times (19.44%), clarification request was used six times (16.67%), elicitation was used three times (8.33%), and repetition was used two times (5.56%). 2) The errors type that teacher prefers to correct is grammatical errors, which are found twelve students' grammatical errors were corrected. The second is lexical errors that are found eleven errors were corrected. Followed by L1 use, which are found seven errors were corrected. The last errors type that the teacher prefers to correct is pronunciation that is found six errors were corrected.  
Keywords: case study, corrective feedback, classroom interaction