92 teacher loved the way of the student to use other experience for the essay.
Therefore, the student could learn and obtain some values for the student‟s life.
8. Attention to process.
The researcher also found teacher‟s belief about attention to process in teaching writing. There were 16 times comments focused on the attention to
process as the teacher‟s belief on giving teachers‟ written feedback. This teacher‟s belief was important because the teachers had to know the process on writing.
According to Gebhard and Oprandy 1999, pp. 16-17 “the teachers being
attentive to the process of exploring”. The importance of the process in teaching learning language is to know the students‟ progress in the class. Therefore, the
teachers can understand the process of exploration in writing from the students. The teacher can also be systematic in his or her effort to gain awareness in
teaching.
Table 4.21 The Examples of Teacher’s Belief 8
No. Beliefs
Teachers’ Comments
8. Attention to process.
- You‟d better move it to the end of
introductory paragraph. -
A run-on sentence. -
What is more important is how we are able to deal with our own weaknesses. And
you‟ve started to work on it. I hope you keep your spirit high enough to keep you
thrive in the class. -
Your intro needs to be rewritten. -
I want to congratulate you for making improvement in your essay, i really
appreciate it.
93 The teachers used this belief in their written feedback such as how to
organize the paragraph in argumentative essay, how to arrange the sentences, how to deal with the student‟s weaknesses, and how to rewrite the paragraph as the
process in teaching writing. Attention to process was needed to give the improvement on students‟ writing. All of these feedbacks were related on the
process of making a good essay in Critical Reading and Writing II Class. The process on teaching learning in writing was important because the student need
the process to improve their skill.
9. Beginner’s Mind
The last teacher‟s belief was beginner‟s mind. In teaching writing, the teacher used beginner‟s mind as the teacher‟s belief that was underlying the
practice on giving written feedback for 11 times. According to Gebhard and Oprandy 1999, p. 17 “the teachers have a belief as beginner‟s mind in order to
try to begin their conversations, observations, conferences, and other teacher education activities without preconceived ideas about what we think should be
going on in the classroom.” Therefore, the teachers used this belief in order to understand students‟ way of thinking in learning.
Table 4.22 The Examples of Teacher’s Belief 9
No. Beliefs
Teachers’ Comments
9. A beginner‟s mind.
- Why do you say this?
- Do most private schools use English as the
language? -
Is drilling part of play-based learning?
94 This belief persuaded the students to think again about their ideas whether
or not it was clear enough or not for the reader. The form of this belief was recognized from the teacher‟s comments such as “Why do you say this?”, “Do
most private schools use En
glish as the language?”, and “Is drilling part of play
-
based learning?”. The teacher wanted to know the reason of student‟s statement in the writing. Then, the teacher also asked about the use of English in private
school. Another example was
“Is drilling
part of play-
based learning?” which showed the teacher‟s question about the ideas of drilling in student‟s writing.
Those comments were describing the teacher‟s belief on beginner‟s mind that as the beginner, the reader might have several questions about
the topic of student‟s writing. Therefore, the strong reasons, clear explanation, the examples, the facts,
the evidences were needed to make it clear. In conclusion, the researcher found nine teacher‟s beliefs appeared on the
teacher‟s written feedback based on the teachers‟ comments on students‟ writing. Those beliefs became
nine teacher‟s beliefs that underlie in Critical Reading and Writing II Class.
The differences on using teachers‟ written feedback for students‟ writing were based on what teachers‟ beliefs in teaching.
Furthermore, every teacher had different teacher‟s beliefs that underlie the
teacher‟s written feedback for the students‟ writing. The teacher in class A often used the teacher‟s beliefs in a nonjudgmental stance 8 times, taking
responsibility for our own teaching and attention to language and behavior in the same frequency 6 times, and attention to process 5 times. The other te
acher‟s
95 beliefs were in the small frequency such as description over prescription, personal
connections to teaching, a beginner‟s mind in the same frequency 3 times and the need for others and avenues to awareness through exploration in the same
frequency 2 times.
Table 4.23 The Frequency of Teacher’s Beliefs in CRW II
No. Teacher
Frequency of Teacher’s Beliefs 1
2 3
4 5
6 7
8 9
1. A
6 2
3 8
6 2
3 5
3 2.
B 6
1 5
9 2
3. C
2 1
5 4
4. D
12 4
7 1
9 1
7 1
4 5.
E 6
2 4
8 9
3 2
6. F
2 2
1 5
5 6
1 2
Total
34 11
11 23
38 3
30 16
11 Teacher‟s Beliefs:
1. Taking responsibility for our own teaching.
2. The need for others.
3. Description over prescription.
4. A nonjudgmental stance.
5. Attention to language and behavior.
6. Avenues to awareness through exploration.
7. Personal connections to teaching.
8. Attention to process.
9. A beginner‟s mind.
Next, the teacher in class B had the largest number of teacher‟s belief in attention to language and behavior 9 times. The teacher in class B only used
some teacher‟s beliefs in his or her written feedback such as taking responsibility for our own teaching 6 times, a nonjudgmental stance 5 times, attention to
process 2 times, and the need for others 1 times. On the other hand, the teacher in class C only used four teacher‟s beliefs in the teacher‟s written feedback such
as personal connections to teaching 5 times, attention to process 4 times,
96 taking responsibility for our own teaching 2 times, and attention to language and
behavior 1 times. The teacher in class D had the largest number on the teacher‟s belief in
taking responsibility for our own teaching 12 times. The teacher‟s beliefs of
teacher in class D also used attention to language and behavior 9 times, description over prescription and personal connections to teaching in the same
frequency 7 times; the need for others and a b eginner‟s mind in the same
frequency 4 times; a nonjudgmental stance, avenues to awareness through exploration, and attention to process in the same frequency 1 times. Then, the
teacher in class E used seven beliefs from nine teacher‟s beliefs. They were personal connections to teaching 9 times, attention to language and behavior 8
times, taking responsibility for our own teaching 6 times, a nonjudgmental stance 4 times, attention to language and behavior 3 times, the need for others
2 times , and a beginner‟s mind 2 times.
The last was the teacher in class F. The teacher in class F was the same teacher in class A. He had used eight teacher‟s beliefs in his teacher‟s written
feedback for students‟ writing such as personal connections to teaching 6 times; a nonjudgmental stance and attention to language and behavior in the same
frequency 5 times; taking responsibility for our own teaching, the need for others, and a beginner‟s mind in the same frequency 2 times; description over
prescription and attention to process in the same frequency 1 times. Harmer 2001, p. 262 states that giving written feedback on students‟
writing demands special care. Therefore, the teacher had different teacher‟s
97 beliefs as the focus of their feedback depe
nded on the student‟s writing. The teachers gave different responses to every student‟s writing. The researcher found
how the teacher taught the students to be more critical on writing by using evidences, facts, supporting ideas, against arguments and so on. At first, the
findings from the analysis and interpretation the teachers‟ comments on students‟ writing was relevant to the teacher‟s beliefs that underlie the teaching in CRW II.
In the first research problem, there were four lecturers that used integrated feedback i
n the students‟ writing. In the same way, the teacher‟s belief such as attention to language and behavior had a correlation to integrated feedback.
Integrated feedback was not only focused on grammar of language but also the content wa
s related to students‟ arguments on their writing. The responses were given to the content of student‟s writing positively and encouragingly.
Therefore, the teacher had to choose what teacher‟s beliefs and how much to focus on based on what students needed to improve on writing skill. The
teacher‟s beliefs influenced the teachers‟ written feedback used in their class. In addition, Brookhart 2008, p. 1 states the teachers needed to master a skill on
giving a good written feedback as a part of good formative assessment later. This skill also dep
ended on the teacher‟s beliefs in teaching writing.
98
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
In this chapter, there are two major sections discussed in this research. The researcher presents the conclusions and recommendation of the research. The first
section is the conclusions of the research which is related on the findings and discussions in the chapter four in order to answer the research problems in the
chapter one. The second section is the recommendations for the teachers and the researchers in the future.
A. Conclusions
In this part, the researcher draws several conclusions related to an analysis of teachers
‟ written feedback and teacher‟s beliefs in Critical Reading and Writing II CRW II class. This research answers two major research questions.
The first answer
is to investigate the teachers‟ written feedback given by teachers in CRW II Class on student‟s writing. Therefore, the researcher found that the teachers in
CRW II class gave responses in the 2 forms; direct feedback crossing out, inserting or giving correct form and indirect feedback underlining, giving circle,
giving code or giving mark on students‟ writing. From that, the researcher also discovered that the type of teacher‟s written feedback in CRW II was integrated
feedback. Integrated feedback was given to the students‟ writing because CRW II not only focused on the grammar in order to write well but also how to build the
students‟ critical thinking about the content of the essay.
