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CRW II focuses on the teaching writing. There are some needs for the students to improve their skill on writing. From that, both teacher and student can
explore and improve their skill, ability, and knowledge in teaching learning activity. Giving written feedback ba
sed on students‟ needs also gave a new experience for the teachers. It can help them to enrich their experience in teaching
writing. The experiences from others give choices for the teachers on teaching
learning activity in the future. Gebhard and Oprandy 1999, p. 6 add that the teachers have to attach themselves to their thoughts and words in order to avoid
the gap between the styles of writing. In this research, teaching learning in Critical Reading and Writing II Class, the teachers give what students need for their
writing and the students accept knowledge from the teacher. Teacher‟s written feedback was the students‟ need in their writing class.
c. Description over Prescription
The third belief is description over prescription. Gebhard and Oprandy 1999, pp. 6-8 state that prescriptions have several problems in teaching. The
problems are that the teachers should follow the certain ways in teaching, which can create confusion in teaching, can disturb the rights of teachers in their
teaching method, and cannot give freedom for teachers in exploring their teaching method. Furthermore, prescriptive manner is how to teach well from the
supervisor or others teachers.
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Therefore, Gebhard and Oprandy 1999, p. 8 state tha t “descriptions
provide a way of portraying what happens in classrooms that can be useful for us.” From that, the teachers can explore their teaching in order to evaluate the
method by themselves. The teachers can also use the descriptions to decide the most appropriate method for teaching because every class has different
characteristic. In the practice of giving written feedback, teachers can decide the best forms and types of written feedback on the students‟ writing. Descriptions
also allow the teachers to give written feedback in detail because the teachers can write and give responses about anything that is related
to the students‟ writing.
d. A Nonjudgmental Stance
The fourth belief is a nonjudgmental stance. Gebhard and Oprandy 1999, pp. 8-9 state that the teachers have belief to give a nonjudgmental stance about
teaching because the judgmental remarks could limit the exploration of teaching writing. It happens because every teacher has their own method to teach the
students. Therefore, this belief influences the teacher on giving different kinds of written feedback in the class. Nonjudgmental stance makes the teacher to become
more independent in teaching. Similarly, the nonjudgmental stance is also given to the written feedback for the students. The teacher had belief to give
nonjudgmental stance on their written feedback in order to give a chance for the students to explore their skill on writing. A nonjudgmental stance on giving
written feedback is in the forms of suggestion or reinforcement for the students.
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e. Attention to Language and Behavior
