Firdaus, Salsya Cornelita (2026) An Analysis of Teachers Feedback on Students Writing Performance at State Vocational High School 2 Metro. Undergraduate thesis, UIN Jurai Siwo Lampung.

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Abstract

This research aims to investigate how written feedback is given by the teacher to students’ writing performance and to identify the errors or weaknesses found in students’ writing. This study employed a qualitative descriptive method. The data were obtained through interviews with the Grade XI English teacher at State Vocational High School 2 Metro.

The findings show that the teacher applies two main types of written feedback, namely direct and indirect feedback. Direct feedback is given by providing the correct form of students’ errors, while indirect feedback is provided by underlining or marking the errors without immediately giving the correct answer. The feedback is also discussed with students to ensure better understanding and reflection. Furthermore, the feedback is given immediately after students complete their writing tasks.

The study also reveals that students’ writing weaknesses mainly lie in grammar, limited vocabulary, mechanics, and organization of ideas. These weaknesses correspond to the essential components of writing assessment. Therefore, written feedback plays an important role in helping students improve their writing performance and develop their language accuracy gradually.

Keywords: written feedback, writing performance, students’ weaknesses

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