The aim of this study was to know the students’ perception toward the
teacher’s feedback on their writing at the tenth grade students of SMA N 4
Purwokerto in Academic Year 2015/2016. It was a descriptive study. The subject
of this research was thirty six students of X MIA 4. The data was collected by
using questionnaire and interview. Based on the fourth indicators of questionnaire
and interview result, those indicators are the types of feedback, clarity, the
students’ feeling after receiving feedback, and students’ action after receiving
feedback. The result showed that, first, in the types of feedback, 89% of students
gave positive perception to direct feedback. The reason was because students
knew their mistakes and the right answer at the same time. For indirect coded
feedback, there were 78% of students gave positive perception because teacher
gave code to their mistake. It makes them try to find the correct answer by
themselves. For indirect uncoded feedback, there were 69% of students gave
negative perception because students stated that it would be difficult and
confusing for them if the teacher just underlines or circles their mistakes without
giving code and the correct form. Second, in the clarity of teacher’s handwriting,
66% of students gave positive perception because some students stated that they
felt teacher’s handwriting were clear and readable. They understood about their
mistakes. Third, in students’ feeling after receiving feedback, the highest
percentage was in statement #9. The students were motivated to be better in next
writing after they knew their score because they tried to revise their mistakes after
they got feedback. It reached 97%. Fourth, it was about the students’ action after
receiving feedback, the highest percentage was 97%. It was in statement #17. The
students always tried to revise their mistakes after they got feedback. The students
revised their mistakes after they got feedback.