Rizki Ramadhan. S891302038. 2015. Students’ and Teachers’ Attitudes toward the Teacher’s Corrective Feedback in Teaching Writing of English as a Foreign Language (A Case Study at Surabaya State University of the Fifth Semester Students in the Academic Year of 2014/2015). Consultant I: Dra. Diah Kristina, M.A, Ph.d., Consultant II: Dr. Hersulastuti, M.Hum,. Thesis. Surakarta: English Education Department, Graduate school, Teacher Training and Education Faculty, Sebelas Maret University Surakarta

Nowadays, corrective feedback in writing English is considered as the controversial issues being confronted among researchers and it has attracted a number of researches recently. However, most of the researches conducted recently concern more on the effectiveness of corrective feedback instead of the psychological aspect of attitude as their subject. Regarding with this, this research is conducted to discover more about the attitudes of the students and the teachers towards corrective feedback in writing English. The objectives of the research are to explore and describe: 1) the students’ attitudes towards the teachers’ corrective feedback; 2) the teachers’ attitudes towards the corrective feedback given; 3) the type of feedback that the students’ needs; 4) the consequences of the students’ attitudes towards their achievement in writing English.          

This research was conducted at Surabaya State University of the fifth semester students from October 2014 to January 2015 through a qualitative case study approach. The researcher used purposive sampling in selecting the participants of this research. Twelve students who are considered as high and low proficiency level of writing participated in answering the questionnaire. In order to have a deep understanding of the students’ attitudes towards corrective feedback, all of them were selected as the interviewees. Additionally, the English teacher was also interviewed to discover how they perceive the corrective feedback. In this study, questionnaires, interviews, classroom observations, and document collection were applied as instruments. Finally, the interactive model of data analysis proposed by Miles M.B and Huberman A.M (1984) was used in order to analyze the data.

The findings demonstrate that: (1) Most of the informants have positive attitudes towards the teachers’ corrective feedback and the different levels of proficiency does not affect their attitudes; (2) All of the teachers also have positive attitudes towards the corrective feedback given; (3) There is a mismatch occurred between the implementation of corrective feedback given by the teachers and the students’ needs; (4) Attitudes significantly affect the students’ achievement in writing English

However, the findings of this research cannot be generalized. Thus, the findings of this research can be used to address how the difference belief of students and teachers can be met accordingly in order to build better pedagogy.