EXPLORING ENGLISH STUDENTS’ PERCEPTION OF LECTURER’S CORRECTIVE FEEDBACK IN WRITING CLASS

This research aims to explore the English students’ perception of lecturer’s corrective feedback in writing class. This research is to know and analyze the English students’ perception of lecturer’s corrective feedback and the impacts of lecturer’s corrective feedback on English students’ motivation in writing. The data were collected through questionnaire and interview from 15 students in second semester at the English Language Education Study Program. Five perception aspects were employed in this research and ranked each statement by using four-point Likert scale. The data states that 73% of students said that they had felt positive emotions and positive experiences from lecturer's corrective feedback. The students find it helpful to have lecturer corrective feedback and make them understand the writing task better, and also make students aware of what they need to write more on to achieve a better writing result. The remaining 27% admitted they had negative emotions. The students felt sad, confused and disappointed when they did not understand what the lecturers was teaching. Thus, the students’ perceptions of lecturer’s corrective feedback in writing class were positive and they really needed oral and written corrective feedback from lecturers mainly to improve their skills in writing.