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Abstrak :
This study aimed at describing the development of the students‟ ability in writing composition after the lecturer provided feedback in their composition writing. Four second-year art graduate students of the Art and Design Department of the Faculty of Language and Art Ganesha University of Education were involved in this study. Each of them was asked to write a 150-word composition writing with the topic: „The Historical Development of the Department of Art and Design-Faculty of Language and ArtGanesha University‟. The comprehensive correction which include: direct correction and oral conferencing were applied in this study. In the direct correction in the form of written form, the course participants were asked to revise their work based on the teacher‟s revision. While in the oral conferencing, in addition to the written feedback correction, they were involved in face to face lecturer‟ feedback on their wrong grammatical points, that was, to achieve a better comprehension on certain grammatical points. A week after the conferencing, they were asked to revise their original writing composition. The obtained data were analyzed descriptively. The findings showed that the students made progress in the revised version, however the success was not repeated in their test version. This study indicated that teacher error feedback alone did not facilitate the learning of linguistic information.