Keywords: Feedback, Peer Correction, Writing The objective of this study was to analyze the kinds of feedback made by students of the Study Program of English Education at Syiah Kuala University Banda Aceh in Writing class. The main purpose of the study was to find out the kinds of students’ written feedback in the scope of direct feedback: sharing knowledge and negotiation (Brown, 2001), support (Williams & Jacobs, 2004), consultation (Hedge, 2000) and appreciation (Yau, et al., 2003, cited in Silvianti and Yusuf, 2014, p. 37) and indirect feedback: uncoded and coded feedback (Hendrickson, 1984 cited, in Rosdiana, 2013, p. 29). The subject of this study was 25 under graduate students who took the course Argumentative Class (Writing III). The data was collected through qualitative method obtained from documents in the form of students' worksheets. The data was analyzed by the coding process suggested by Hyland and Hyland (2001). The result of the study promoted two different numbers of feedback, namely direct feedback and indirect feedback. A number of 61 direct feedbacks (responding) covered in 12 sharing knowledge, 9 in negotiation, 28 in support, 7 in appreciation, and 5 in criticism. Meanwhile, 142 indirect feedbacks (correcting) covered 9 in coded, 26 in uncoded, 100 in the combination of coded and uncoded feedback and 7 in direct answer feedbacks. It can be concluded that the students commonly used supportive feedback to respond their friends’ writing and both coded and uncoded feedback to mark their friends’ errors.