An Analysis Of Teacher Written Corrective Feedback On Students’ Procedural Texts

This study aims to find out what types of teacher written corrective feedback are most helpful for improving students' ability to write procedural texts. The research used a qualitative method. The data were collected from interviews with five English teachers and ten students, and from document analysis of students' procedural texts. The findings showed that combination of feedback (using written notes, direct correction, and symbols together) was the most helpful. Both teachers and students said this combination of written feedback gave them complete information about where the mistake was, why it was wrong, and how to fix it. The document analysis also showed that students improved in organizing their texts and using vocabulary after receiving feedback. However, some errors remained, especially in sentence clarity. This suggests that written feedback alone is not enough. Teachers are recommended to use a combination of these feedback strategies and to make sure their feedback is clear and well-placed, and delivered over multiple writing tasks.