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The third avenue is seeing what is by contrasting what we do with what we think we do and seeing what is by considering what we believe in light of what we
do. Gebhard and Oprandy 1999, p. 14 state that “one is exploring what we actually do in our teaching as opposed to what we think we are doing.” Moreover
the teachers need to consider about what the teacher‟s beliefs on the practice of teaching. This avenue is to prove that the beliefs match the actual practices. The
last avenue is clarifying our feelings. Gebhard and Oprandy 1999, p. 15 state that “the teacher can explore to gain emotional clarity in the end of teaching.”
Therefore, the teacher‟s feeling about things can affect our behavior because the
teacher needs to explore the emotional side. This belief can be used by the teacher in order to improve their teaching especially in giving written feedback.
g. Personal Connections to Teaching
The seventh belief is personal connections to teaching. Gebhard and Oprandy 1999, pp. 15-
16 state that “personal connections to teaching allow teachers to relate anything in their life experiences to teaching, thus encouraging
explorations well be yond the teaching act itself.” It makes the teacher able to
foster reflective exploration in teaching better. In addition, personal connections to teaching also related to the beliefs about the characteristics of a good teacher.
Richards, Gallo, and Renandya 2001, p. 4 state that “teacher-student
relationship to believe in, respect, support and encourage students, learn more about students, find the positive qualities in each student, not to judge students,
and develop good relationshipsrapport wi th students.” The teachers can use this
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belief to give suggestions for the students‟ writing. It also builds a good relationship between teachers and students through praise or reinforcement in the
written feedback.
h. Attention to Process
The eighth belief is attention to process. Gebhard and Oprandy 1999, pp. 16-
17 state that “the teachers being attentive to the process of exploring”. Therefore, the teachers can understand the process of exploration that the teachers
will do in exploring. From the process, the teacher could be systematic in his or her efforts to gain awareness of the teaching. Therefore, attention to process of
teaching writing in Critical Reading and Writing II Class is very important. The teachers can monitor the students‟ progress in writing.
i. A Beginner’s Mind
The last belief is a beginner‟s mind. According to Gebhard and Oprandy 1999, p. 17, “the teachers have a beliefs as a 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.” The teacher‟s can provide written feedback using beginner‟s mind to obtain the same understanding on writing for their students.
It becomes the nine beliefs that will be used to investigate the practice on giving written feedback. The teachers need to know these beliefs as the
fundamental in their teaching. Teacher‟s belief becomes a fundamental as a
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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
