The students’ responses to teacher’s corrective feedback in English as a foreign language writing: a case for nursing the students at STIKES Baptist Hospital Kediri

This study aimed to describe the students’ responses to teacher’s corrective feedback in foreign language writing: a case for nursing the students at STIKES Baptist Hospital Kediri. This research used descriptive qualitative approach as its design. The subject was 24 the students of the second semester of Diploma III. Documentation and interviews were used for collecting data about the teacher’s corrective feedback, questionnaire was used for collecting data about the students’ responses in terms of attitude to teacher corrective feedback, the questionnaire and documentation were used for collecting data about the students’ responses in terms of action. The data analysis was based on three concurrent flows of activities namely data reduction, data display, and conclusion. The result of this study showed that the teacher gave direct corrective feedback in the students’ foreign language writing by circling the students’ errors and providing the correct answer. The teacher gave direct corrective feedback on the students’ error in grammar, spelling, punctuation, capitalization, preposition, article and content. The students had positive responses to the teacher’s corrective feedback by remembering their grammar mistakes. It is supported by the data from questionnaire for the students’ attitude that showed most of the students agreed that the teacher should point out grammar errors. Most of the students believed that correction in their writing task is useful. Most of the students say that they feel more motivated to go on learning when the teacher corrects their error in writing. They also showed positive responses when most of the students answered that they would revise their writing if their errors were corrected by the teacher and chose for direct corrective feedback.