diaries, and so on” p.27. Krippendorff 2004 also argues that, “As a research technique, content analysis provides new insights, increases a researcher’s
understanding of a particular phenomena, or informs practical actions” p.18. In this study, the researcher analyzed the feedback checklist that had been fulfilled
by the students to get new insights and better understanding about to what extent the students can give feedback to their friends’ writings.
B. Research Setting
This research is conducted at the English Education Study Program of Sanata Dharma University which is located at Mrican, Yogyakarta.
C. Research Participants
The participants of this research were the second semester students who were taking Paragraph Writing in the Academic Year of 20112012 and the fourth
semester students who were taking critical reading and writing II in the Academic Year of 20102011 at the English Education Study Program of Sanata Dharma
University. The researcher distributed the instrument to class A and D of Critical
Reading and Writing Class II. There are forty copies which were distributed to Class A and forty three copies distributed to Class D. The total instruments which
were returned to the researcher were sixty nine. Some of the instruments had not been completed yet. Therefore, the researcher took the data randomly from Class
A and D. There were thirty nine data result which chosen randomly from Class A and D which had been analyzed by the researcher.
2012 There were 75 participants from second semester students who filled out the instruments which had been distributed. The participants consisted of the
students of Class A, Class C, and Class D. The researcher analyzed 35 which were chosen randomly from all of the participants.
D. Research instruments and Data Gathering Technique
To collect the data, the researcher used the feedback checklist as the research instrument. The researcher analyzed the feedback checklist that had been
filled by the students to get the data for this study. The researcher wanted to know to what extent the second semester students and forth semester students can give
feedback to their friends’ writings. Besides that, the researcher analyzed how the students gave feedback for every aspect of their friends’ writings. The researcher
also wanted to compare to what extent the second semester students and the fourth semester students can give feedback to their friends’ writing that she could see
which one performed better.
1. Feedback Checklist
The feedback checklist was used to help the researcher to answer the problem of this study. According to Hopkins 1976, checklist is “an aid to direct
observation which list items to be given attention p. 276.” The categories of the checklist were adapted from the ESL composition
profile proposed by Hughey et al.1983. The profile form contained five important elements; they were content, organization, vocabulary, language use
