This study aimed at describing
the development of the students‟ ability in writing composition after the lecturer provided
feedback in their composition writing. Four second-year art graduate students of the Art and Design
Department of the Faculty of Language and Art Ganesha University of Education were involved in
this study. Each of them was asked to write a 150-word composition writing with the topic: „The
Historical Development of the Department of Art and Design-Faculty of Language and ArtGanesha
University‟. The comprehensive correction which include: direct correction and oral
conferencing were applied in this study. In the direct correction in the form of written form, the
course participants were asked to revise their work based on the teacher‟s revision. While in the
oral conferencing, in addition to the written feedback correction, they were involved in face to face
lecturer‟ feedback on their wrong grammatical points, that was, to achieve a better comprehension
on certain grammatical points. A week after the conferencing, they were asked to revise their
original writing composition. The obtained data were analyzed descriptively. The findings showed
that the students made progress in the revised version, however the success was not repeated in
their test version. This study indicated that teacher error feedback alone did not facilitate the
learning of linguistic information.
