IMPROVING GLOBAL AND LOCAL ISSUES OF STUDENTS' ESSAY THROUGH WRITTEN CORRECTIVE FEEDBACK

Teaching writing is an arduous job for English teachers because appropriate teaching methods, observation, and assessment need careful planning. Teachers spend alot of time and energy to correct their students’ writing as they believe corrective feedback can improve the global and local issues of students' writing. This study of 40 freshmen of English Department in University of PGRI Adibuana explored feedback related to types of errors in students' writing and types of written corrective feedback the researcher provided when she responded to students' writing. Furthermore, this study investigated teachers' concerns associated with providing corrective feedback. She responded to a questionnaire. The results was that she tended to respond to all types of errors and spent a great deal of time responding to students’ writing, focusing on meaning. She reported different kinds of barriers such as time required to provide feedback, students' understanding of symbols, classroom management, etc. Mostly she concerned about the time required to respond to students' writing as providing feedback is boring. She used different types of written corrective feedback such as writing positive comments, displaying students' best work, feedback based on students' needs. The researcher recommended that providing feedback on students' writing based on their needs might be better than responding to all types of errors.