This study is intended to investigate the extent to which direct written corrective feedback (CF) assists students in minimizing students’ errors in recount text composition. This study is guided by the following research questions (1) What types of errors did the students make on their recount text composition after direct written corrective feedback given by the teacher?; (2) To what extent did direct written corrective feedback assist low, average and high proficiency students in minimizing their errors on recount text composition? This qualitative study was conducted on tenth grade students of SMK Negeri 1 Muara Wahau. Subjects of this study were the English teacher and three students of different proficiency level (one from low level, one from average level and one from high level). To answer the research questions on this study, the students were asked to compose recount text composition before and after direct written corrective feedback given by the teacher. This study found that: (1) students made six types of mistakes on their recount text compositions after receiving direct written corrective feedback: noun and pronoun errors, action verb errors, past tense errors, conjunction errors, adverb and adverbial pharse errors , and adjective errors. (2) Direct written corrective feedback assist low proficiency student on two error categories on recount text composition (time connective category and adverb and adverbial phrase category). Direct written corrective feedback assist average proficiency student on two error categories on recount text composition (time connective category and adjective category). Direct written corrective feedback assist high proficiency student on three error categories on recount text composition (conjunction category, time connective category and adjective category).