@thesis{thesis,
		author={Witjaksono  Hero},
		title ={WRITTEN CORRECTIVE FEEDBACK OF STUDENTS’
WRITING COMPOSITION THROUGH GOOGLE
CLASSROOM AT SMP NEGERI 17 SURABAYA},
		year={2021},
		url={https://repository.stkippgri-sidoarjo.ac.id/1720/},
		abstract={The objective of this study was to investigate the type of corrective
feedback used by a teacher on students? writing. The subjects of the study were
twelve students of tenth graders of a private junior high school in Surabaya based
on some set criteria. The study used qualitative method. The sources of data
collected in this study were the teacher?s written corrective feedback in language
features which focused on three categories of errors: subject-verb errors, words
choice, and sentence structure in students? descriptive text. The data gathered
were processed by analyzing and interpreting the teacher?s written corrective
feedback using Ellis?s typologies of corrective feedback (2009) namely: direct
corrective feedback, indirect corrective feedback, and metalinguistic corrective
feedback. The result of the study shows that the type of corrective used by SMPN
17 Surabaya teacher to correct students? descriptive writing was typology of
corrective feedback proposed by Ellis (2009). The corrective feedback used by the
teacher were 108 occurrences. The occurrences of direct corrective feedbacks
were 41 (44,09%) subject verb errors, 18 (19,35%) word choices, and 34
(36,56%) sentence structures, while the indirect corrective feedback were 2
(15,38%) subject verb errors, 4 (30,77%) word choices, and 7 (53,85%) sentence
structures, and metalinguistic on subject verb errors, word choices, and sentence
structures used by the teacher were only 1 (33,33%) of each. The type of
corrective feedback mostly used by the teacher in revising their students?
grammatical errors is direct corrective feedback. Through direct corrective
feedback, the students could understand their errors when the correct form had
been offered.}
		}