STUDENTS’ PERCEPTIONS ON TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN ENGLISH CLASSROOM AT SMP N 1 PERCUT SEI TUAN

This research is aimed to find out the students’ perceptions of teachers’ written
corrective feedback in English classroom. In this study, descriptive qualitative is
used as the research design. In this research, the data were collected by analyzing
students’ text that had been reviewed by the teacher, and then determining
students’ perceptions of written corrective feedback conducted by the teacher. The
data source in this study was the ninth-grade students of SMP N 1 Percut Sei
Tuan. There were thirty students who participated in this study. The results
showed that the majority of the students gave a positive perception. When the
teachers gave the written feedback, the students preferred the teachers to use
colored pens to underline, highlight, and circle their mistakes. It can make the
teacher's written feedback easy to read and understand. The students agreed that
they became more motivated to learn how to write better and could increase their
knowledge and scores in writing.It was found that the teacher’s feedback was
important, helpful, and sufficient to improve students’ writing, students perceived
that the use of feedback significantly reduced the number of errors and increased
the quality of their writing compositions