The objectives of this study were to find out whether or not: (1) there was a significant correlation between the students’ perceptions on teachers’ written feedback and their writing achievement, (2) there was a significant correlation between students’ perceptions on teachers’ written feedback and each aspect of their writing, (3) there was a significant diferrence between male and female students in students’on teachers’ written feedback of the eleventh grade students at MAN 1 Bangka. The sample of this study was 72 science eleventh grade students who were chosen by using purposive sampling technique at Eleventh Grade Students at MAN 1 Bangka.

This study used quantitative method with the correlational as the research design of the study. The data were collected by using students’ perceptions on teachers’ written feedback scale questionnaire and writing test. Pearson Product Moment Correlation of SPSS version 22.0 was used to see whether thare was any significant correlation to measure both variables and used Indipendent Sample T-test to measure any significant differences between male and female students in their perceptions on teachers’ written feedback.

The results showed that there was a fair significant correlation between the students’ perceptions on teachers’ written feedback and their writing achievement of eleventh grade students at MAN 1 Bangka. There were a fair significant correlation between the students’ perceptions on teachers’ written feedback and four aspects of students’ writing, namely; content, organization, vocabulary, and language use. The result of students’ perceptions on teachers’ written feedback showed that male students got mean 100.27 and female students got mean 102.60. It meant female students score was higher than male students score. In addition, the T-score was 2.022 and T-table was 1.994. It meant that T-score was hingher than T-table and Ha was accepted and Ho was rejected.