This study aimed to investigate teachers’ types of feedback, and the students’ motivation in writing activities towards the feedback. To achieve its goals, this study employed mixed method. The subjects of the study were five English teachers who are teaching eighth grade students and have more than five years of teaching experiences and 40 students of eighth grade of Junior High Schools in Jeruklegi, Cilacap District. There were three instruments used in collecting the data: interview, questionnaire, and documentation. The main instrument was interview to collect the data form the teachers about types of feedback they used on students’ writing. Documentation (students’ recount text writing) were used to support teachers’ statements related types of feedbacks. Meanwhile, the questionnaire was used to measure students’ motivation toward teachers’ feedback. The interview data were analyzed by using thematic analysis while the questionnaire was analyzed by using statistical analysis. The result of the study showed that the teachers use a combination of feedback types on students’ writing; direct and indirect, oral and written feedback. The feedback was provided on delay types of feedback. The provider of the feedback was teacher. The focus of feedback itself was on form focused. The result of the questionnaire of students’ motivation showed teachers’ feedback on students’ writing motivate students in writing activity. It can be seen from the results that there were 16 students who were classified into high motivation. While for the others 24 students were classified into very high motivation. Further study is recommended to investigate on type of feedback on students’ writing that more focus on content.