33
teacher to teach their students also on giving written feedback. According to Gebhard and Oprandy 1999, p. 17, every teacher is responsible for their own
teaching in order to collaborate with others, give descriptions of their teaching with nonjudgmental stance, pay attention to language and behavior, and follow
different avenues in teaching. It can build good personal connections because the teachers also pay attention to process and use a beginner‟s mind. In addition,
Harmer 2001, p. 262 mentions that teachers have to pay attention on students‟
writing by giving feedback. The positive responses can be an encouragement to the students‟ writing. Therefore, teachers give correction as written feedback
effectively in order to understand students‟ need in writing. From that, the teacher‟s beliefs are anything that they use as the method of
thinking in teaching. The teacher‟s beliefs influenced what kinds of written feedback used in their class. Therefore, Brookhart 2008, p. 1 states that “giving
good feedback is one of the skills teachers need to master as a part of good formative assessment.” This skill also depends on the teacher‟s beliefs on teaching
writing.
B. Theoretical Framework
The researcher conducted this research with the theories of feedback and teacher‟s beliefs. The theories of feedback are about the definition of feedback
based on some experts, the form of feedback to distinguish it, purpose of feedback in the writing skill, and the use of feedback in learning activity in writing class.
Feedback becomes a means of communication between the teacher and the
34
student in writing class to build a good relationship. A good relationship can be seen from the communication using feedback because the students can discuss
anything about their difficulty in writing to their teacher. Then, the students used the feedback to revise their writing for the better result.
The researcher also address the theory of teacher‟s written feedback of
Lewis 2002, Sherman 1994, Hyland and Hyland 2006, and Park 2006 in order to define the teacher
‟s written feedback in language learning. It also mentioned the types of written feedback provided by the teachers. This theory is
very important as the main focus of this research. Teacher‟s written feedback was the most commonly used in writing class because it was very useful for the
students‟ progress in writing. The analysis on the teachers‟ written feedback was the focus of this
research. Teacher‟s beliefs were one of the parts in this research because the researcher would connect the analysis of written feedback provided by the
teachers to the theory of teacher‟s beliefs by Borg 2001, Eggen and Kauchak 2012, and Gebhard and Oprandy 1999. The teacher‟s beliefs influenced the
teachers‟ written feedback on students‟ writing. The use of theory in this chapter could help the researcher to find the answers of two research problems.
There were two research problems in this research. The first research problem was to investigate the written feedback do the teachers give in Critical
Reading and Writing II Class. The discussion used the theory of feedback, by Sherman 1994 in which feedback itself is defined by the response or reaction on
the students‟ writing which come from another person, Hyland and Hyland 2006
35
about the form of feedback and Park 2006 about the types of teacher‟s written
feedback. Teacher‟s written feedback was given after the students wrote an essay then the teacher would analyze, assess, and help the students for the better result.
The second research problem was the teacher‟s beliefs that underlie the
practice of giving written feedback. The kinds of written feedback that the teachers used in the class are based on their beliefs in teaching language from the
theory of teacher‟s beliefs by Gebhard and Oprandy 1999. The researcher analyzed teachers‟ written feedback do the teachers give in Critical Reading and
Writing II Class. The analysis of teachers‟ written feedback also will be investigated in order to interpret the teacher‟s beliefs. The findings were analyzed,
interpreted, and written in the paragraphs.
36
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodology that will be employed in this research in order to conduct the research. There are six major sections of the
research methodology, namely the research method, research setting, research participants or subjects, instruments and data gathering technique, data analysis
technique, and research procedure. The elaboration of each section of this chapter is presented as follows.
A. Research Method
This research used qualitative research as a research approach. According to Ary, Jacobs, and Sorensen 2010, p. 22, “A qualitative research focuses on
understanding social phenomena from the perspective of the human participants in natural settings.” It means that qualitative research is to understand the reality in
human behavior to obtain the meanings from the certain phenomena. The result was not a numeric analysis of data but a narrative report that
will be explained deeply. In addition, Best 1983, pp. 156-157 also states that qualitative research is a research approach that emphasizes on the means of the
description from observations. The description in this research was to analyze the findings in the several paragraphs. Therefore, the researcher had to analyze and
interpret the documents as the data to obtain the answers to the two research problems in this research.
