Focused Corrective Feedback and Negotiation of Meaning: Students’ Written Language Accuracy and Their Perception

Abstract

This study is designed to investigate :1) students’ written language accuracy, 2) effectiveness of teacher’s indirect corrective feedback in enhancing students’ written language accuracy, 3) effectiveness of negotiation of meaning during direct peer corrective feedback , and 4) the students’ perception after the implementation of focused corrective feedback and negotiation of meaning. In enhancing students’ written language accuracy, indirect corrective feedback in the form of codes, and peer direct corrective feedback in the form of explanation were applied to 24 students of English Education Faculty (FKIP) of the University of Lampung who took Pre-intermediate writing class. The design was descriptive quantitative. The results demonstrate that ; (1) language accruracy on grammar is considered low but not on vocabulary and spelling, 2) indirect corrective feedback works well only if the students’ have prior linguistic ability, 3) direct corrective feedback works well because peer (s) did negotiation of meaning in forms of clarification , and 4) students have various response during the corrective feedback. The finding was discussed on the basis of relevant theories. Keywords: Focused corrective feedback, indirect and direct corective feedback, negotiation of meaning, written language accuracy, and perception.