Analysis of Student Response to Teacher’s Written Corrective Feedback in Writing Descriptive Text

The goals of this research are to describe students’ responses to teacher written corrective
feedback in their descriptive texts and to discover types of written corrective feedback used
by the teacher. Descriptive qualitative was used as the research methodology. The subjects of
the study are a seventh year class of SMP Negeri 1 Tanjung Beringin consisting of 16
students and an English teacher. Open-ended interview and documentation review as the
research instruments to collect the data. Result of the study revealed that (1) The students
showed positive responses to teacher’s written corrective feedback. (a) They said that teacher
written corrective feedback is a good thing to do. (b) They felt pleased when their descriptive
texts being given teacher’s wtitten corrective feedback. (c) teacher’s written corrective
feedback could make them motivated in writing. (d) They hoped the teacher always had
provided their writing errors with written corrective feedback. (d) direct written corrective
feedback being the most prefered teacher’s feedback by the students. and (2) From three
types of written corrective feedback (metalinguistic, direct and indirect), teacher only used
two of them, namely direct and indirect written corrective feedback in the students’
descriptive texts.