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one lecturer only. This also might prevent students from confusion which might occur if they have two lecturers as their advisor.
3.4 Research Instruments
In order to gather data for this research, two instruments, checklist and interview were used. The checklist was used to gather the data in document
analysis to answer the first problem, whereas the interview was used to validate the results of the second problem
.
3.4.1 Checklist
In this research, a checklist was used as the instrument to answer the first problem which is what the categories of written feedback provided by teacher are.
According to Hopkins 1976: 271, checklist is an aid to direct observation which lists items to be given attention. Check marks indicate presence, absence or
frequency of occurrence for each item. In this study, the checklist contains some categories aimed to analyze the teacher written feedback.
The categories of the checklist were adapted from the ESL composition profile proposed by Hughey et al. 1983: 141-145. The profile form contained five
important elements to compose a connected, coherent, and effective piece of writing. Five important elements meant here were content, organization,
vocabulary, language use and mechanic s. Then, one category which was reference to source was added to complete the checklist. These six elements became the basis
to analyze the written feedback given by teacher. If it might be found some categories of feedback that could not be included into six categories mentioned
previously, they could be put on others category which, later on, was also analyzed. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Thus, the checklist would be: 3.1 The Table Checklist of Teacher Written Feedback
No Categories
Total Percentage
1 2
3 4
5 6
7 Content
Organization Vocabulary
Language Use Mechanics
Reference to Source Others
3.4.2 Interview
This research also employed interview as the instrument to gather data from the students. Interview or careful asking of relevant questions is an important way
for a researcher to check the accuracy of or to verify the impressions of the researcher has gained through observation Fraenkel and Wallen, 1993: 385.
In this study, an interview with the students was conducted in order to gather further information to validate the analysis on the second problem which is
the response of students toward teacher feedback. There was no interview conducted with the teacher which was used to verify the analysis on teacher
feedback. The interview was only used to provide a detailed description about students’ reactions to teacher written feedback.
There were six points of the questions delivered to the interviewees, i.e. 1 understanding toward feedback, 2 students’ feeling, 3 problem appearing in
responding the feedback, 4 function of feedback, 5 students’ responses and 6 reason why they respond in such a way. The questions were flexible, meaning that
if necessary the interviewer might elaborate or omit the questions. The questions PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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were delivered spontaneously as far as they could help the researcher to validate the information about the students’ responses to teacher’s feedback.
3.5 Data Sources
