Written corrective feedback on student’s research proposal in Academic Writing Course at English Teacher Education Department of UIN Sunan Ampel Surabaya

This study focuses on written corrective feedback applied by the teacher on the students’ research proposal in “Academic Writing in Research” Course at English Education Department of UIN Sunan Ampel Surabaya. This research identifies types of written corrective feedback applied by teacher on students’ research proposal and finds out teacher’s reasons for applying type of written corrective feedback that is mostly appeared. This study applies a descriptive qualitative method and checklist as an instrument. To conduct the research, the researcher analyzes 10 reserach proposals borrowed from students to identify types of written corrective feedback based on theory of Rod Ellis. The researcher also interviews teacher in order to obtain more data dealing with the analysis. The result of the research shows that there are four types of written corrective feedback applied by teacher. Those are direct corrective feedback as many as 43,55%, indirect corrective feedback as many as 21,47%, focused feedback as many as 31,90%, and unfocused feedback as many as 3,06%. From those four types of written corrective feedback, direct corrective feedback is mostly applied by the teacher. The teacher said that direct corrective feedback is so useful that many students can easily recognize their mistakes in their writing

Written corrective feedback on student’s research proposal in Academic Writing Course at English Teacher Education Department of UIN Sunan Ampel Surabaya

This study focuses on written corrective feedback applied by the teacher on the students’ research proposal in “Academic Writing in Research” Course at English Education Department of UIN Sunan Ampel Surabaya. This research identifies types of written corrective feedback applied by teacher on students’ research proposal and finds out teacher’s reasons for applying type of written corrective feedback that is mostly appeared. This study applies a descriptive qualitative method and checklist as an instrument. To conduct the research, the researcher analyzes 10 reserach proposals borrowed from students to identify types of written corrective feedback based on theory of Rod Ellis. The researcher also interviews teacher in order to obtain more data dealing with the analysis. The result of the research shows that there are four types of written corrective feedback applied by teacher. Those are direct corrective feedback as many as 43,55%, indirect corrective feedback as many as 21,47%, focused feedback as many as 31,90%, and unfocused feedback as many as 3,06%. From those four types of written corrective feedback, direct corrective feedback is mostly applied by the teacher. The teacher said that direct corrective feedback is so useful that many students can easily recognize their mistakes in their writing