Lecturer’s Written Corrective Feedback From The Lecturer In Argumentative Writing Observed In The Fourth Semester Of English Language Education Of Universitas PGRI Ronggolawe Tuban

Abstract

Written corrective feedback plays an important role in English writing when EFL students are concerned. This research shows written corrective feedback from the lecturer during the fourth semester of English Language Education, especially dealing with English writing. This research describes 1) the kind of remedial criticism utilized by the lecturer; 2) the dominance of remedial input. To reach these targets, the analysts made use of subjective investigation to gather and dissect the information. The research was conducted during English classes in the fourth semester of Universitas PGRI Ronggolawe Tuban (UNIROW). The analysts selected a speaker as the subject of this inquiry, and obtained the information containing the thoughts and ideas derived from these meetings and from further documentation. The strategies for collecting the information include interviews held in the fourth semester, and meetings with the teacher, at that point collected the documentation such as students' worksheets, along with a few information items from these meetings. The result of the findings reveal that the speaker utilized two kinds of composed remedial criticisms in verbal input, whereas in the actual composed input, the instructor utilized coordinate criticism and roundabout criticism (uncoded). Furthermore, as the dominant types of oral corrective feedback, the lecturer used explicit correction, while in written corrective feedback direct feedback was preferred.