Abstrak

This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. The objectives of this study are: (1) to investigate the teachers’ beliefs in providing written corrective feedback, (2) to explore the teachers’ practices in providing written corrective feedback, and (3) to discover  the  discrepancy  between  beliefs  and  practices  in  providing  teacher written corrective feedback and its factor.
This study was designed as an instrumental case study investigating teachers from a secondary school in Lampung as its respondents. Two participants were selected to contribute to this study since they met the criteria of the chosen teacher. A questionnaire, followed by in-depth interview, and document analysis were utilised as the technique for collecting data. Thus, data were analysed using technique of data analysis proposed by Creswell (2012) with its six steps.
The research findings show that both P1 and P2 held different beliefs and practices  regarding  written  corrective  feedback.  P1  believed  in  the  direct corrective feedback while practiced the mixture of direct and indirect corrective feedback and remained partly correspond. Meanwhile, P2 believed and practiced in  the  indirect  corrective  feedback  revealing  correspond  result.  Further,  P1 believed in the comprehensive marking, which corresponds to her practice. Contrariwise, P2 believed in the selecting marking but practiced comprehensive marking resulting discrepancy. In the focus of feedback, both P1 and P2 were indicated partly correspond for each teacher. It was categorized as partly correspond since the teachers believed in focusing on several aspects, but then added  one  or  two  more  aspects  in  practices.  Students’  proficiency level  and feeling responsible for correcting students’ error became the reasons standing behind those partly correspond and discrepancy between beliefs and practices. Future research also could explore about beliefs and practices in other types of support activity in conducting written corrective feedback such as students’ revision after feedback in order to delve deeper about all students’ activities in specific writing task.

Keywords : EFL Writing Instruction, Beliefs, Practices, Teacher Written Corrective Feedback