In teaching and learning process of English as a foreign language, errors made by the students have always been a significant concern to almost language teachers. This problem makes teachers have to think what they have to do to solve the problem in language teaching. Teachers are confused whether they have to continue to the next material or to correct their errors and make the remedial course. Most people agree that making mistake is a part of learning and they also agree that correction is a part of teaching. In this research, the problems are” how can facilitative error correction feedback improve the writing skill at second grade students of SMAN Plus Sukowono in academic year 2011/2012” and “ how is the studentsÂ’ writing skill after applying facilitative error correction feedback”. The purpose of this study are to describe the implementation of teaching writing skill using facilitative error correction feedback and to know the studentsÂ’ writing skill after applying facilitative error correction feedback. Based on the theory the writer has hypothesis that facilitative error correction feedback can improve the studentsÂ’ writing skill. The design of the research is classroom action research. The subject that used is class XI IPA 1 students. The preliminary study is done by giving pre test. To know the validity of the test, content and empirical validity are used. While to know the reliability of the test, the researcher used alpha formula. To obtain the data, the researcher uses observation and test. Then the data is analyzed to find the mean score and the percentage of the studentsÂ’ writing skill. The result of data analysis shows that the obtained score of preliminary study is low. That is 59. Meanwhile, the obtained score of writing test in cycle one is 63.74 and 70.62 in cycle two. In other words, the students who achieved  65 was 60 % in cycle one and 80 % in cycle two. The criteria of success of this research is if 75 % of students who get achieved  65. Based on those scores, it means that in cycle one the criteria of success is not fulfilled and it has fulfilled in cycle two. From those statements, it means that facilitative error correction feedback can improve the writing skill at second grade students of SMAN Plus Sukowono in academic year 2011/2012.

In teaching and learning process of English as a foreign language, errors made by the students have always been a significant concern to almost language teachers. This problem makes teachers have to think what they have to do to solve the problem in language teaching. Teachers are confused whether they have to continue to the next material or to correct their errors and make the remedial course. Most people agree that making mistake is a part of learning and they also agree that correction is a part of teaching. In this research, the problems are” how can facilitative error correction feedback improve the writing skill at second grade students of SMAN Plus Sukowono in academic year 2011/2012” and “ how is the studentsÂ’ writing skill after applying facilitative error correction feedback”. The purpose of this study are to describe the implementation of teaching writing skill using facilitative error correction feedback and to know the studentsÂ’ writing skill after applying facilitative error correction feedback. Based on the theory the writer has hypothesis that facilitative error correction feedback can improve the studentsÂ’ writing skill. The design of the research is classroom action research. The subject that used is class XI IPA 1 students. The preliminary study is done by giving pre test. To know the validity of the test, content and empirical validity are used. While to know the reliability of the test, the researcher used alpha formula. To obtain the data, the researcher uses observation and test. Then the data is analyzed to find the mean score and the percentage of the studentsÂ’ writing skill. The result of data analysis shows that the obtained score of preliminary study is low. That is 59. Meanwhile, the obtained score of writing test in cycle one is 63.74 and 70.62 in cycle two. In other words, the students who achieved  65 was 60 % in cycle one and 80 % in cycle two. The criteria of success of this research is if 75 % of students who get achieved  65. Based on those scores, it means that in cycle one the criteria of success is not fulfilled and it has fulfilled in cycle two. From those statements, it means that facilitative error correction feedback can improve the writing skill at second grade students of SMAN Plus Sukowono in academic year 2011/2012.

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