Teacher’s Corrective Feedback in Students’ Narrative Writing: A Case of an EFL Teacher in MAN Tambak Beras Jombang

Abstract

This study analysed the teachers’ feedback on students’ writing Narrative text. The purposes of the study were to identify types of error corrective feedback used by the teacher in correcting students’ narrative text and to find the teacher’s reasons for using the types of corfrective feedback. This study applied descriptive qualitative approach. More specifically this study used document analysis and interview to collect the data. The documents analysed in this study was teacher's corrective feedback on students' works.  It is found that there were three types of Corrective Feedback used by the teacher based on the theory proposed by Ellis (2008) ‘A Typology of Written Corrective Feedback’. They were Direct Corrective Feedback, Indirect Corrective Feedback, and Focused Corrective Feedback. Besides, the teacher gave additional comment at the end of students’ text. Interestingly, this study also identified that the teacher left the students’ errors (Uncorrected Errors) as they were without any feedback. The reason for using Direct Corective Feedback was she wanted to help students understand their errors easily because they would not correct their errors without teacher’s guidance. She conducted Indirect Corrective Feedback because of a limited time to do the correction. Next, Focused Corrective Feedback was conducted to meet learning objectives and students would get the highest score if they were able to write good title, the generic structure, and the proper language features. Then, additional comment was done to build good relationship with the students. Finally, Uncorrected errors was conducted since the teacher did not have enough time  to correct all errors and most of the students’ errors were typical.