ABSTRACT

Sari, Rianti Widha. 2020. Types of Lecturer’s Corrective Feedback Used in Writing Activities at UIN Antasari Banjarmasin in Academic Year of 2017/2018. Sarjana’s Thesis English Language Education Study Program, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Dr. Rina Listia, M.Pd, the second advisor: Asmi Rusmanayanti, S.Pd., M.Sc.

Keywords: Corrective Feedback, Writing

           Since EFL writing is one of the complicated aspects, writing lecturer needs to find an effective way to help students develop their writing ability. By giving feedback, lecturer can help students to correct their errors and mistakes. This research is aimed to find out and describe the types of use corrective feedback,  the possible advantages and disadvantages of corrective feedback, and how the students respond corrective feedback that given by the lecturers. This research used descriptive qualitative method. The sample was a writing lecturer and two essay writing classes of fifth semester at UIN Antasari Banjarmasin academic year 2017/2018. The instruments used were observation, interview, and questionnaire. The analysis found that indirect corrective feedback was used more often than direct and metalinguistic corrective feedback. It is used to make the students be more active and participate in the classroom by sharing knowledge to the other students. The advantages of corrective feedback based on the lecturer’s opinion were; corrective feedback can make the students’ aware to the mistakes they made before and they might able to make fewer mistakes. For the disadvantages, it could make the students have lack motivation in learning English. As the responds toward corrective feedback given, the students thought it helps them to improve their ability and accuracy of writing in English, increases their motivation to write and learn more. For some students corrective feedback could make them in doubts and afraid to write because they would think to repeat the same mistakes in writing.