Writing is considered to be difficult skill to be mastered by EFL/ESL
learners, and it leads them to make mistakes and error when they have to convey
their ideas from their own language to the target language. The purpose of this
research was to describe types of feedback given by the teacher and students’
responses toward teachers’ written corrective feedback in online writing class. In
answering the problem statement, the researcher used the descriptive qualitative
method. The instruments used in this research to gather the data from the
respondents was observation, interview and documentation. The main data was
taken by collecting the students writing which contain teacher’s corrective
feedback. By using descriptive qualitative, the findings shows that three types of
Ellis’ model (2009) were found: indirect feedback, direct feedback, focused and
unfocused corrective feedback. The teacher used 3 out of 6 types of corrective
feedback in ninth grade students’ writing. The kinds of corrective feedback was
direct, indirect, focused and unfocused corrective feedback. Furthermore, there
were 12 out of 25 students selected to be interviewed to discover students’
responses of the given feedback. In addition, three themes are classified after having
interviewed the students: (1) students’ positive responses of having feedback; (2)
students’ confusion towards the given feedback; and (3) students’ preferred
feedback.