Feedback is one of the ways for lecturers to correct the students’ errors. Most of students make errors in their writing. Writing is one of language skill that should be mastered. The way lecturers correct the students’ error might increase the students’ writing skill. The aim of this study was to investigate students and lecturers’ preference of four types of feedback: 1) direct corrective feedback, 2) indirect corrective feedback 3) focused corrective feedback, and 4) unfocused feedback. This study employed survey research as the research design. The study was conducted with 55 students and 5 lecturers at IAIN Kediri. The population of this study is students and lecturers of English Education Department of Islamic State Institute (IAIN) Kediri. The students who participated in this study had passed the examination for Thesis Proposal Writing & Seminar. Currently, they are conducting thesis writing. They have already studied English for 7 terms. The data were collected through questionnaire. The results showed that students’ preferences and lecturers’ choice on WCF type were compatibility. The data demonstrated that direct corrective feedback was preferred by the lecturers and students. The students also preferred unfocused feedback to focused feedback. The study suggests that lecturers ought to pay attention to the learners’ level of proficiency while giving feedback. In addition, it is worthwhile for lecturers to provide more direct feedback to accommodate students’ preferences for all the errors that students’ make.

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