Enhancing College Students’ Descriptive Writings through Facebook Indirect Corrective Feedback (A Case Study at Two Higher Education Institutions in Jakarta)

Joice Yulinda Luke, Yohanes Langgar Billy


No doubt that Facebook is so famous among college students to form collaboration among peers and lecturers instantly. This study investigates on how Facebook could facilitate lecturers’ indirect corrective feedbacks on students’ descriptive writings and how the students made progress in their writings by counting on the lecturers’ indirect corrective feedbacks. The samples of this study were 20 students from two higher institutions in Jakarta, i.e. Bina Nusantara University and Multimedia Nusantara University. All of samples took writing classes and used Facebook while sharing the writing process with the lecturers and their peers. To gather the data, the open-ended questionnaires were addressed to the 20 students in order to validate the findings. Then, the data were analyzed descriptively. The findings reveals that indirect corrective feedbacks from the lecturers posted on students’ Facebook wall were helpful to reduce grammatical errors made by the students in their descriptive writings as well assist the students to improve the final draft paper. Thus, the use of Facebook is considered effective to accommodate the process of enhancing students’ writings.
Keywords: indirect corrective feedback, Facebook, descriptive writing

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