The Impact of Error Feedback on Students’ Writing Accuracy in Indonesian Language Learning

Abstract This study investigates the impact of error feedback on students’ writing accuracy in Indonesian language learning. Using a quasi-experimental mixed-methods design, sixty undergraduate students from a state university in Indonesia were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received structured feedback, combining direct and metalinguistic correction, while the control group received only general comments on content and organization. Data were collected through pre-test, mid-test, and post-test essays, supported by semi-structured interviews and reflective journals.Quantitative findings revealed that both groups improved over time, but the experimental group demonstrated significantly greater gains. Their overall error frequency decreased by almost 50%, with the most substantial improvements observed in grammar, cohesion, and lexical choice. Statistical tests confirmed significant differences between the two groups, with medium to large effect sizes. Qualitative data provided further insights: students reported that direct feedback gave clarity, while metalinguistic codes encouraged reflection and self-editing. Despite initial anxiety, many learners gradually perceived error feedback as constructive and motivating, leading to greater autonomy in revision.The study concludes that structured error feedback plays a critical role in enhancing writing accuracy, fostering awareness of linguistic forms, and promoting academic success. It also highlights cultural considerations in Indonesian classrooms, where hierarchical teacher-student relationships coexist with the potential of peer collaboration. These findings contribute to Second Language Acquisition theory and provide practical implications for language pedagogy in Indonesia.