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processes’ which deals with the local phrase-by-phrase understanding and ‘macro processes’ which deals with global understanding Kintsch and van Dijk, 1978, as
cited in Alderson, 2000.
b. Nature of Writing
Nunan 2003 states that writing can be defined by series of contrast. It is both a physical and mental act which means writing is the physical act of
committing words or ideas into passage, on the other hand, it is also the mental work of inventing ideas, thinking about expressing them and organizing them into
passage. Besides its purpose is both to express and impress in which writers are trying both to express their ideas and feelings also impress the readers as the
audience. It is also both a process and product since the writers experience
cyclical process of writing, which is by imagining, organizing, drafting, editing,
reading and rereading.
On the contrary, Weigle 2002 defines the nature of writing by comparing to the other productive skill that is speaking, writing as social and cultural
phenomenon, and then as cognitive activity. There are two fundamental differences from Brown’s list as written in the book entitled Assessing Writing,
permanence and production time in which in particular speaking and writing are frequently used in different settings, for different reasons, and to meet different
communicative goals. On the other hand, Hamp-Lyons and Kroll, 1997:8, as cited in Weigle, 2002 it was said that it is important to view writing not solely as
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the product of an individual, but as a social and cultural act that takes place within a context, that accomplishes a particular purpose, and that is appropriately shaped
for its intended audience. While writing as a cognitive activity deals with novice and expert writers where they acquire new knowledge through writing. Expert
writers tend to spend more time in planning their writings than novice and revise them not only in surface but also the content and the organization which also
consider their audience in reading their works. In relation to the process of writing, White and Arndt, 1991:5, as cited in
Harmer, 2001 process of writing is an interrelated set of stages which include drafting, structuring, reviewing, focusing, evaluating and generating ideas. The
adopted White and Arndt’s model of the process of writing is presented as follows.
Figure 2.3 White and Arndts’ Process Writing Model
It is shown by the figure above that the writing process composed by White and Arndts is a cycle process. From the arrows, it is seen that it is not a
linear process; it does not go like a straight line which start and finish in certain
Evaluating Generating
Ideas Reviewing
Focusing Structuring
Drafting
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stage. For instance, starting from the generating ideas, the writers draw information from the long-term memory, experiences, and beliefs. Next stage is
focusing on where the writers decide the main ideas consisting of message that the writers intend to deliver to the readers. Then, the writers begin structuring by
ordering information, combining ideas, and experimenting with arrangements. Start drafting, and begin evaluating. After that, the writers start reviewing, which
means that they go back to the writing then editing and see it with the new set of eyes. However, after reviewing, the writers may go back to the structuring if the
writers feel that the logical development of ideas is not developed yet or even any other stages to complete their writings.
As it is seen in the process of writing above, it shows that teacher holds several roles. As stated by Harmer 2001, teacher plays several roles, as a
motivator, resource, and feedback provider. As a motivator, the teachers are assigned to motivate the students to make efforts as much as possible in order to
reach the maximum benefits. As a resource, the teachers should provide information, guidance, advice, suggestions, etc. In fact, the teachers also become
the feedback providers, in which the teachers should respond to the students writing positively and encouragingly.
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c. Critical Reading and Writing 1 in ELESP Sanata Dharma University Based on Buku Panduan Akademik Universitas Sanata Dharma
Yogyakarta, Program Studi Pendidikan Bahasa Inggris; Critical Reading and Writing 1 – KPE 220 4 CR 4 CH, Critical Reading and Writing 1 class is one
of the courses given which is offered for the third semester students. Since it is the collaboration of two skills, reading and writing; the students who are eligible to
take this course need to pass Basic Reading 1 2, Basic Writing and Paragraph Writing. CRW 1 is designed for the students to write critical responses based on
the given texts. The texts discussed are argumentative, persuasive and expository. Its aim is to train the student to apply the logical principles, give strong and
meaningful evidence and reasoning to certain discussion of claims, beliefs and issues. In this course, the students are expected to be able to comprehend the
passage given and write their own response critically. Focusing on the writing skill compared to the CRW 1 course description,
Brown 2004 states that this kind of writing performance is categorized as responsive and extensive types. It means that the assessment of this stage of
writing performance is no longer only grammatical things but also in the limited discourse level such as sentences connection between paragraphs to paragraphs
and its logical sequence. Besides it focuses on achieving a purpose, organizing, and developing ideas logically and engages in the process of writing which deals
with multiple drafts to achieve final product.
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Being critical means becoming fully aware of an idea or an action, reflect
on it, and ultimately react to it. Having defined the nature of reading and writing
in the previous review, it can be concluded that critical reading and writing is the way that people read, understand and comprehend written texts and respond to the
particular texts through writing critically by comparing and adding existing
knowledge or experiences that the people have in mind. In this relation to CRW 1,
this course also applies what the nature of reading and writing hold. The utmost goal of reading is reading comprehension, where at the same time in CRW 1
students are expected to be able to comprehend the passage given. Besides, Nunan 2003 states that writing is physical and mental act. It requires students’ physical
act to commit words, paragraphs into a passage. On the other hand, students are also working with mental act where they have to think and invent ideas then
organize them into a passage. One of the students’ writing activities in CRW 1 course is to write response critically based on their comprehension on the passage
given. Wallace and Wray 2011 describe that our critical reading to the others’
work can be the beginning in producing our written text: Your critical reading of others’ work will usually be in preparation for
producing your own written text. This marriage of reading and writing has many benefits. First, you will develop the sense of what is and is not a
robust piece of research – essential when you come to plan your own empirical investigation for a dissertation, say. Second, you will soon
begin identifying where the existing research has left a gap that your investigation can fill. Third, the attention you pay to different authors’
texts will naturally affect the quality of your own writing. p. 07
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In addition, the relation between critical reading and self-critical writing is very close. Wallace and Wray 2011 said, “A secret of successful writing is to
anticipate the expectations and potential objections of the audience of critical readers for whom you are writing.” It shows that the combination of critical
reading and writing is recommended to apply in academic context especially in academic writing. This is what Critical Reading and Writing 1 class try to apply.
In addition, Celce-Murcia 2001 also states that the use of readings in writing class can give practical purposes. It gives models of English writings which help
the students to develop their awareness of English language prose style. Besides the students can practice English reading skills such as summarizing,
paraphrasing, interpreting, and synthesizing concepts. Related to this study, it is essential to see the nature of reading and writing
which are especially applied in CRW 1 class of ELESP Sanata Dharma University. It has been discussed in the preceding paragraphs that reading, whose
goal is to comprehend texts, is a process of readers combining information from a text with their background knowledge to make meaning. While writing is the
process of physical act and mental work in committing words and inventing ideas to organize a passage. These two processes are the main activities found in the
CRW 1 class because it is one of the higher levels of writing which needs the collaboration of two skills, reading and writing. That is why this study used CRW
1 by providing and discussing the implementation of teacher written feedback itself as one way to monitor the students’ progress in writing.
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B. Theoretical Framework
Begin with several weaknesses of teacher written feedback, the implementation of teacher written feedback itself has been discussed within the
use of feedback in L2 writing classrooms. However, feedback takes essential part for L2 writers in the process of writing. It emphasizes on the writing and rewriting
process that leads to other further texts. It also improves students’ writing skills that motivate students to create better pieces of writing even if students
themselves know how to use the feedback well. Therefore, this research focuses on the students’ perception on the implementation of teacher written feedback and
its implication. Besides having a research and survey to answer the research problems of this study, the elaboration of several theories about perception,
teacher written feedback and critical reading and writing will also help this study to find the answers.
This study has two research problems. The first research problem talks about students’ perception on the implementation of teacher written feedback in
CRW 1 class. It will be discussed and answered by one of the theories of perception, using Altman and Hodgetts’ 1985 theory in which perception itself
is defined by person’s view of reality, which comes from the stimuli of environment. In this case, perception as a means of selection and grouping stimuli
from the environment into meaningful information will help this study to see the process of how students can come up with certain responses to certain where in
this context is the implementation of teacher written feedback. Besides, it also uses teacher written feedback theory from Kaweera 2008, teacher written
