Students' Preferences Toward Teacher Written Feedback: A Study at the English Teacher Education Program Satya Wacana Christian University

This study is aimed at investigating students’ preferences toward teacher written feedback and how each type of teacher written feedback facilitate or hinder the students’ learning. There are three kinds of teacher written feedback to be investigated: (1) direct written feedback, (2) indirect written feedback, and (3) metalinguistic corrective feedback. The data were collected by distributing questionnaires which consist of open-ended and closed-ended questions. A total of 60 students participated in filling the questionnaires of this study. The findings show that almost all of the students preferred to direct written feedback. The reasons why they preferred direct written feedback were because they like to getexplicit feedback that provides error corrections and they found that this feedback help them in writing revision. The second preferable feedback is metalinguistic corrective feedback which uses abbreviations codes. Interestingly, there was none of the students who prefer to indirect written feedback. They found that indirect written feedback hinder them when they revise their writing. The main point that made indirect written feedback hindered the students is the use of codes which make them confused and the absence of error corrections in it