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