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particular L2 classroom. Yet, the result of the data found later can be used for the L2 writing lecturers to see how far their teaching practice especially in providing
feedback works well. Thus, there will be some suggestions provided for L2 writing lecturers as the implication of this study.
B. Problem Formulation
This research tries to answer two research problems which are formulated
as follows:
1. What is ELESP students’ perception on the implementation of teacher written feedback in Critical Reading and Writing CRW 1 class of Sanata Dharma
University? 2. What are the implications of the findings?
C. Problem Limitation
This research about ELESP students’ perception on the implementation of teacher written feedback of Sanata Dharma University in Critical Reading and
Writing CRW 1 class has some limitations. First, it focuses only on CRW 1 students’ perception and its implications in the teacher written feedback given by
CRW 1 lecturers. Besides it only focuses on the teacher written feedback of the writing skill since this class is divided into two different skills, reading and
writing. Next, it only focuses on the CRW 1 students of Sanata Dharma
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University as the research population, who have taken CRW 1 course and obtained teacher written feedback as one of the feedback techniques.
D. Research Objectives
Based on the problem formulation above this research has several objectives, they are:
1. To figure out the students’ perception on the implementation of teacher written feedback
2. To find out why students have a positive or negative perception 3. To present the implications of the students’ perception
E. Research Benefits
The research findings are expected to make some positive contributions to: 1. Lecturers of Critical Reading and Writing 1
This study does not only provide descriptions of students’ perception on the teacher written feedback given, what and how the students perceive and
understand the feedback given but also presenting its implications. The study also finds out the implication on the students’ perception on the implementation of
teacher written feedback. It provides the deeper meaning of what students perceive after having teacher written feedback in the writing activities. The
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implied findings are expected to give some useful suggestions and recommendations for the lecturers of CRW 1 class in providing teacher written
feedback to accommodate the students’ needs in writing activities. The benefits are not only limited to lecturers of CRW 1 class but also for other English writing
teachers who may try to implement or even have implemented teacher written feedback so that they can provide this technique of feedback effectively.
2. Students of Critical Reading and Writing 1 Through this study, the students may reflect and evaluate the teaching and
learning activities in CRW 1 class especially in the implementation of teacher written feedback. This research investigates the students’ perception on the
implementation of teacher written feedback. Its purpose is to find out whether the students have positive perception toward the implementation of teacher written
feedback. After having the results of research findings, it is expected for the students to be really aware of how the implementation of teacher written
feedback helps them in the process of writing. Besides it is also expected that teacher written feedback technique can really meet students’ needs in writing
activities so that the students may optimize their writing skill. The benefits are not only limited to the students of CRW 1 but also other second language writing
students, which also experience this technique of feedback in their writing activities.
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3. Future Researchers The researcher hopes that this study can inspire other researchers, who
have a concern in this field and interested in this topic, to explore more about the use of teacher written feedback not only in CRW 1 class but also in other second
language writing classrooms. The researcher expects that this study can stimulate other researchers to conduct a further research and find other essential findings of
teacher written feedback through the result of the students’ perception and also its implication through the implementation of teacher written feedback itself.
F. Definition of Terms
