The present study reports on a case study that investigated the implementation of Teacher Corrective Feedback. It is primarily focused on how students and the teacher perceive the usefulness of Corrective Feedback in writing class. Qualitative and quantitative data were collected from 36 students in the tenth-grade of vocational students in Surakarta by means of interviews and closed-ended questionnaire using a Likert scale. The other qualitative data were collected through the observation conducted during the English class, the interviews with the teacher and the students, and the documents of the students' piece of writing. The result showed that the practice of Teacher Corrective Feedback was carried out outside the English class since the diary was not stipulated in the syllabus yet. Overall, the students and the teacher expressed a positive perception regarding the usefulness and implementation of Teacher Correction Feedback using a diary. Nevertheless, it still takes a long time for the students to have a significant improvement in creating sentences with high complexity. Based on the finding, it is suggested that the teacher needs to discuss and ensure the students' understanding of the objectives of Corrective Feedback using a diary and their responsibility in revising and correcting the errors.

Key words: case study, corrective feedback, writing accuracy, perception, EFL students