Feedback Checklist Research instruments and Data Gathering Technique

A. Data Presentations and Discussions on the Results of 4

th Semester Students’ Feedback to Their Peers’ Writing The Researcher obtained the data from the first draft of the forth semester students who were taking Critical Reading Writing II with their friends’ feedback on it, based on the writing feedback checklist which had been provided by the researcher. The researcher distributed the instrument to class A and D of Critical Reading and Writing Class. There are forty copies which were distributed to Class A and forty three copies distributed to Class D. The total checklists which were returned to the researcher were sixty nine. Some of the checklists had not been completed. Therefore, the researcher took the data randomly from Class A and D. There were thirty nine data results from Class A and D which had been analyzed by the researcher. There were four categories in feedback checklist and in each category there were some points which had to be considered by the proofreaders. 1. Content Providing feedback on the content of the students’ writing is very important. It helps the students to know whether their content of writing is really in line with the topic of their writing or not. Besides that, the students will know whether the content has had good supporting ideas so that the writing has developed well or not. In this research, the researcher wanted to figure out how the fourth semester students gave feedback on the content to their friend’s writing. There were some points participants gave fee

a. The Clarit

In this part, th related to the purp figure out how the purpose of their fri Based on the d of the writing whic readers stated that on how the proofre clarity of the writin ts provided by the researcher as the guide feedback on the content of their friends’ writing rity of the Writing’s Purpose the researcher wanted to know the participants rpose of the writing that they read. The resea the participants provided arguments about th friends’ writing. Figure 4.1 The Clarity of Writing’s Purpose e data, there were 37 proofreaders who stated hich they read were clear and the rest proofread at the writings’ purpose were unclear. There w freaders gave comments on their friends’ writin iting’s purpose. The first was the proofreaders Clear =95 Unclear = 1 ideline when the tings. nts’ understanding earcher wanted to the clarity of the d that the purpose aders or two proof e were three ways iting related to the ers could state the 95 r = 15