• Bambang Yudi Cahyono

  Author

• Utami Widiati

  Author

• Johannes Ananto Prayogo

  Author

This study investigates the effect of two types of journal writing feedback, i.e.
meaning-focused feedback and language-focused feedback on EFL students’ writing. Three
classes of Indonesian EFL students taking Essay Writing course were involved in this quasiexperimental
study. They were assigned into two experimental groups and one control group.
Following the pre-test conducted to check the homogeneity, students from the experimental
groups were asked to write journal entries as out-of-class assignment twice a week for 8 weeks.
One group (MF) received meaning-focused feedback, i.e. feedback focusing on the message
conveyed in their journal, while the other group (LF) received language-focused feedback
focusing on the language errors found in students’ journal. Meanwhile, the control group, (CG)
did not write journal entries. At the end of the treatment, a post-test was conducted to see the
writing performance of the three groups. The results indicated that there was a significant
difference in the means between MF group and both LF and CG groups; however, there is no
significant difference in the means of LF and CG groups. This implies that students with journal
writing assignment achieved better writing ability when provided with meaning-focused
feedback.

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