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motivate the students to improve their writing skill in making essay in the Critical Reading and Writing II Class. In addition, the students can understand
how to use the written feedback from the teacher in order to revise their writing.
3. The Future Researchers
This research can be an inspiration to other researchers who are interested to do a research with the same topic which is
about teacher‟s written feedback. The use of feedback is really important in the teaching learning
activity in classroom. Moreover, feedback is a means that can be improved and modified to support the teaching learning for education.
F. Definition of Terms
The researcher provides four definitions of terms used in this research:
1. Feedback
Lewis 2002, p. 3 defines feedback as “a method for teachers to describe their students‟ language.” Moreover, Sherman 1994, p. 57 also
defines feedback as “a response or reaction from another person to something people do, that can be used to help people assess and improve on their
performance in the future.” From those definitions, the researcher used teachers‟ written feedback that would be investigated later.
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2. Teacher’s Beliefs
Every teacher has different beliefs in teaching. According to Borg 2001, p. 187, “teachers‟ beliefs are those beliefs relevance to an individual‟s
teaching.” This research focuses on the teacher‟s beliefs in giving the written feedback in teaching writing. Eggen and Kauchak 2012, p. 69 state that
teacher‟s beliefs are not skills. However, teacher‟s beliefs are important to create a positive classroom climate or to increase student motivation. The
researcher analyzes the teach er‟s beliefs that underlie the practice of giving
written feedback in CRW II. The beliefs influenced the practice of giving written feedback whether direct or indirect written feedback.
3. Critical Reading and Writing Class
The researcher proposes a theory of Critical Reading and Writing II based on Buku Panduan Akademik Program Studi Pendidikan Bahasa Inggris,
2011, p. 38, CRW 2-KPE 221 4 CR 4 CH. Critical Reading and Writing 2 is designed as a project-based class to facilitate students to access into a large
amount of reading through which students acquire information, which thus enhances the progress of their knowledge and the development of their critical
reading and writing skills. There are five teachers who teach this subject. The researcher wants to know the form and type of written feedback from the
teachers. Each teacher has a different method on giving feedback. The focus in this research is developing writing skills by generating argumentative writing
based on intertextuality.
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4. English Language Education Research Program ELESP Teachers
