STUDENTS’ PERCEPTION TOWARDS TEACHER WRITTEN CORRECTIVE FEEDBACK DURING ENGLISH LESSON IN MA RADEN INTAN

Rahma, Yanti (2025) STUDENTS’ PERCEPTION TOWARDS TEACHER WRITTEN CORRECTIVE FEEDBACK DURING ENGLISH LESSON IN MA RADEN INTAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT The problem in this study is how students perceive teachers’ written corrective feedback during English lessons at MA Raden Intan. This study aims to describe students’ perceptions of written corrective feedback and identify whether these perceptions tend to be positive, neutral, or negative. This research employed a quantitative descriptive survey design to describe students’ perceptions of teacher written corrective feedback. The survey method was chosen because it allows the researcher to collect data directly from students through structured questionnaires, making it possible to analyze their perceptions systematically. The population consisted of 67 students from grades XII IPA and XII IPS, using a total sampling technique. The data were collected through a questionnaire of 30 items measured using a Likert scale. The validity and reliability of the instrument were tested using correlation and Cronbach’s Alpha analysis. The data were analyzed descriptively, including the mean, standard deviation, and score category interpretation. The results of this study show that most students have a positive perception toward teachers’ written corrective feedback. The mean score of students’ responses is in the “high” category, indicating that they view written feedback as useful in helping them improve writing accuracy, understand their mistakes, and enhance motivation. These findings suggest that written corrective feedback plays an important role in supporting students’ writing development and learning engagement. Keywords: Student perception, Written corrective feedback, English learning

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