English pronunciation is one of the most important things that students have to master. This is because English pronunciation skill is the key to understand the meaning of the single English word. Also helps students to acquire English faster, communicate appropriately and fluently. That’s why in reality so many English teachers think that English pronunciation is the primary concern and the first goal of English teaching. In teaching English pronunciation teachers practice some English teaching methods. For the activities, teachers usually ask the students to read aloud a text, pronounce the words, practice some dialogues or ask the students to speak up spontaneously. As we know that in the learning process mistake is common, so feedback should be given by the teachers.
Feedback is considered to be one of the most significant factors contributing to learner development (Hattie, 2009). This belief can be viewed as a pillar of the teachers’ cognitions about pronunciation pedagogy. One of the challenges faced by English teachers today is determining how to provide the appropriate and affective feedback on learner pronunciation, because inappropriate ways certainly will give bad impacts to the student’s improvement and confidence. For example the students become under estimate their self in studying English pronunciation, they study under pressure, nervous and etc. Therefore to prevent those bad impacts, teachers should know the modes of feedback and they should apply the