This research aims to improve students' writing skills through an direct
corrective feedback strategy. This research used a qualitative approach with a
descriptive design to evaluate the effectiveness of this strategy in Madrasah
Aliyah. Data were obtained through observations and interviews with students and
teachers, focusing on the effect of feedback on technical aspects such as grammar,
writing structure, and idea development. The results showed that students
responded positively to the feedback, which had an effect on Perceiving their
writing skills, including better paragraph organisation, more accurate use of
grammar, and increased confidence. In addition, teachers play an important role in
providing constructive and motivational feedback. This research highlights the
importance of a systematic approach in providing feedback, which not only
helps correct technical errors but also encourages students to become more
reflective learners. This research makes a significant contribution to English
language education in Indonesia, particularly in Perceiving the quality of teaching
writing skills.
A. Conclusion
Based on the research findings, the implementation of direct
feedback strategies has proven effective in enhancing students' writing skills at
Madrasah Aliyah. The research revealed improvements in technical aspects
such as grammar and sentence structure, as well as increased student
confidence in writing and revision abilities. Several recommendations emerge
from this research. The strategy can be widely implemented across educational
levels, though it is suggested to combine it with other learning techniques like
group discussions and repeated writing exercises. Based on the result of
interview with the teacher and students it is stated that additionally,
institutions should provide teacher training for delivering constructive
feedback effectively. While the research demonstrates strengths in its practical
applicability and holistic approach backed by empirical data, it also has
limitations including its confined scope to one school and the relatively short
duration of the research period. Nevertheless, this research contributes
significantly to the literature on direct feedback in writing instruction,
particularly in the Indonesian educational context. The findings suggest that
with consistent implementation and institutional support, this direct feedback
strategy can effectively improve English education quality in Indonesia,
providing students with strong foundations for their academic and professional
futures.
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B. Suggestion
Based on the findings, several suggestions are proposed to maximize
the effectiveness of corrective feedback strategies. For teachers, it is important
to provide balanced feedback by combining direct corrections for technical
errors, such as grammar and spelling, with constructive suggestions to
improve ideas and coherence. Feedback should be delivered in a supportive
and motivating manner to minimize students’ anxiety and encourage active
participation. Teachers are also encouraged to adapt their feedback approach
based on students’ proficiency levels, offering more direct corrections to
beginners while promoting independent learning for advanced students
through indirect feedback. Furthermore, regular feedback sessions, both
written and in-class discussions, should be conducted to ensure students fully
understand their mistakes and apply meaningful revisions.
For students, actively engaging with feedback is crucial. Students
should take feedback as an opportunity to correct weaknesses, particularly in
grammar, structure, and idea development. They should also practice writing
regularly to reinforce improvements and collaborate with peers during the
revision process to gain additional insights and perspectives. From an
institutional perspective, providing teacher training on effective feedback
strategies and allocating sufficient time in the curriculum for the revision
process can further enhance students’ writing skills. Institutions should also
foster a supportive environment where students feel encouraged to learn from
their mistakes without fear of criticism.
Lastly, future research can explore the long-term effects of corrective
feedback on students' writing development across various genres and contexts.
Integrating technology, such as writing tools or online platforms, with
feedback strategies could also be investigated to enhance their effectiveness.
Additionally, examining the role of peer feedback alongside teacher feedback
may provide deeper insights into how both approaches complement each other
in improving students’ writing skills. This research on direct corrective
feedback strategies has several shortcomings so that prospective researchers
can make the shortcomings of this research as material to improve the quality
of further research

STAR20250026

26/2025

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