The Implementation of Direct Corrective Feedback to Teach Writing: A Case Study of English Education Students
Abstract
The objectives of this study are to figure out how the lecturer implements direct corrective feedback to teach writing in paragraph development class, and to discover the problem that the lecturer faces during the implementation of direct corrective feedback. This research applied qualitative research and used a case study method as research design, which involved 1 lecturer and 21 EFL university students. The data is collected from classroom observation, online questionnaire, online interview, and documents. To analyze the data, the researcher used a data analysis technique proposed by Miles and Huberman. The steps were data reduction, data display, and conclusion. The finding of the research shows that the lecturer combined the use of direct and indirect corrective feedback to teach writing through oral and written feedback. The feedback given by putting the symbols, codes, or comments right above or next to the errors which are underlined or circled. The lecturer also provides further information related to the errors made by the students. Furthermore, the difficulty faced by the lecturer was related to time management in which the lecturer applied peer feedback to overcome the problem.
Keywords
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