Types Of Lecturer's Corrective Feedback Used In Writing Activities At One Of University In Banjarmasin

Abstract

Since EFL writing is one of the complicated aspects, writing a lecturer needs to find an effective way to help students develop their writing ability. By giving feedback, the 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 to corrective feedback given by the lecturers. The researcher used a descriptive qualitative method. The subject of the research was a lecturer in the writing course of two classes in the 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 with the other students. The advantages of corrective feedback based on the lecturer's opinion were; corrective feedback can make the students aware of the mistakes they made before, and they might able to make fewer mistakes. For the disadvantages, it could make the students have to lack motivation in learning English. As the response 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 doubt and afraid to write because they would think to repeat the same mistakes in writing.