摘要：Although providing students with teacher written corrective feedback for their
writing is considered critical, research has not come to conclusive findings on
which form of written corrective feedback can best promote students’ learning.
Students still face a lot of problems in making sense of written corrective feedback
from their teachers. Hence, interaction between teacher and student is necessary to
solve such problem of feedback communication. Responding to this issue, the
present study was intended to examine the effects of teacher written corrective
feedback combined with teacher-student conference on students’ revision in
writing a cause-effect essay. Two intact classes of 73 students taking an academic
writing course at Institut Agama Islam Negeri – IAIN – Tulungagung were
involved in this study. A cause-effect writing prompt and a revision scoring rubric
were developed for use as the instruments to collect data on students’ making
revisions. The findings show that there is no statistical significant difference in the
mean scores of the revisions of the students given teacher written corrective
feedback combined with teacher student conference and those of students provided
with teacher written corrective feedback only.
