Theoretical Framework REVIEW OF RELATED LITERATURE

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B. Theoretical Framework

Begin with several weaknesses of teacher written feedback, the implementation of teacher written feedback itself has been discussed within the use of feedback in L2 writing classrooms. However, feedback takes essential part for L2 writers in the process of writing. It emphasizes on the writing and rewriting process that leads to other further texts. It also improves students’ writing skills that motivate students to create better pieces of writing even if students themselves know how to use the feedback well. Therefore, this research focuses on the students’ perception on the implementation of teacher written feedback and its implication. Besides having a research and survey to answer the research problems of this study, the elaboration of several theories about perception, teacher written feedback and critical reading and writing will also help this study to find the answers. This study has two research problems. The first research problem talks about students’ perception on the implementation of teacher written feedback in CRW 1 class. It will be discussed and answered by one of the theories of perception, using Altman and Hodgetts’ 1985 theory in which perception itself is defined by person’s view of reality, which comes from the stimuli of environment. In this case, perception as a means of selection and grouping stimuli from the environment into meaningful information will help this study to see the process of how students can come up with certain responses to certain where in this context is the implementation of teacher written feedback. Besides, it also uses teacher written feedback theory from Kaweera 2008, teacher written 32 feedback refers to limited responses about comments on grammatical errors and content to students’ writing in form of written. As one kind of feedback and the independent variable in this study, it explains what really this kind of feedback means. So, the researcher, participants and the readers have the same understanding about teacher written feedback. The last is the knowledge of critical reading and writing, which is derived from the nature of each skill coming from Nunan 2003. The theories from Wallace and Wray 2001 are also needed to see what is meant by critical reading and writing nowadays and how it differs to reading and writing. The second research problem figures out the implications of the findings. Similar to the first research problem, it will be discussed and answered by using these three theories about perception, teacher written feedback and critical reading and writing. Having defined each variable of this study also helps to avoid misleading and misunderstanding. In addition, to obtain maximum result, these theories will be used in designing every single question in the instruments so that it will get the intended answers from the participants. The clearer the questions composed based on the theories, the clearer the answers and the more precise the data gathered. It means that it facilitates this study to get the precise and clearer implication beyond this study. 33

CHAPTER III RESEARCH METHODOLOGY

This chapter presents the methodology employed in this study in order to conduct the research. It describes six main parts of the research methodology, namely research method, research setting, research participants, instruments and data gathering technique, data analysis technique and research procedure.

A. Research Method

This research was qualitative research. According to Ary, Jacobs, and Sorensen 2010, qualitative research is research studies that investigate the quality of relationships, activities, situations, or materials. It is more on describing in detail all of what goes on in a particular activity or situation rather than comparing the effects of particular treatments, In addition, Fraenkel and Wallen 2009 note that qualitative researchers assume that the world is made up of multiple realities, socially constructed by different individual views of the same situation. In this study, the researcher figured out the students’ perception on the implementation of teacher written feedback in CRW 1 class. Within the implementation of teacher written feedback in CRW 1 class, the students in the same class might have different perception. Besides, this study employed survey method in which the data of students’ perception on the implementation of teacher written feedback in CRW 1 class were obtained by questionnaire and interview. Ary, Jacobs, Sorensen and