This research was conducted in order to find out students‟ perception toward teacher feedback in writing class at the sixth semester students of English Education Department of Universitas Muhammadiyah Purwokerto. There were 61 students participated in this research. The method used in this research was survey. The close-typed questionnaire and semi-structured interview were used to collect the data. The questionnaire results revealed that the students had very high positive perception toward teacher feedback in writing class (93.37%). In interview which aimed to clarify the statement which had the highest percentage result in each indicator in the questionnaire was found that: 1) in the sub-indicator of oral teacher feedback, students believed that oral imperatives (100%) helped them in the correction process. Oral praises (100%) gave motivation to keep trying to be better, to always do the best and to improve the quality of their writing. In the sub-indicator of written teacher feedback, written suggestions (96.72%) guided them in dealing with the problem on aspects of writing, 2) in the usefulness of teacher feedback on aspects of writing, students believed that teacher feedback helped them in mastering the five aspects of writing, correcting errors and improving the quality of their writing (96.72%), 3) in the occurrence of teacher feedback, students considered feedback given after the task (96.72%) was more beneficial rather than feedback given during the task (91.80%) since it was more understandable, efficient in terms of time and helped them in the correction process, 4) students felt motivated (96.72%) when they received teacher feedback since the feedback could improve their passion, motivation, knowledge and mastery in writing.