38 knowledge, theory, andor experience in order to obtain the kinds of teachers‟
written feedback in CRW II class. The categories were the form and type of teachers‟ written feedback. In addition, the researcher also used the documents to
interpret the teacher‟s beliefs. The researcher investigated the teacher‟s beliefs that underlie the practice
on giving written feedback in CRW II. The teachers were the main subject in this research. This research aimed to obtain useful information in dealing with
educational problems. It helped the teacher to consider and choose the kinds of written feedback on students‟ writing. The researcher also provided more specific
information about what kind of teachers‟ written feedback.
B. Research Setting
The researcher conducted the research in the English Language Education Research Program ELESP of Sanata Dharma University. The documents were
collected in Critical Reading and Writing II CRW II Class during the fourth semester in 2014. There were 6 classes in the academic year of 20132014. The
researcher used an argumentative text as the first project in order to answer the research problems. The first research problem was the kinds of teachers‟ written
feedback in CRW II. Therefore, the researcher began to analyze the teachers‟ written feedback on students‟ writing after the students finished their first project.
Then, the r esearcher interpreted the teachers‟ comments to obtain the teacher‟s
beliefs that underlie the practice on giving written feedback. The research was conducted in February 2014 until the end of July 2014.
39
C. Research Subjects
The subjects in this research were the teachers of Sanata Dharma University in Critical Reading and Writing II Classes in the academic year of
20132014. There were 5 teachers who taught this course in the fourth semester. However, there was a teacher who taught two classes, A and F. All the teachers
became the subjects in this research in order to obtain valid and objective data of the teachers‟ written feedback in CRW II Class.
The document analysis was used to find the kinds of written feedback provided by the teachers. Five teacher
s‟ written feedbacks from each class were collected randomly. The total data was 30 copied documents. The researcher had a
consideration in order to choose Critical Reading and Writing II Class. Critical Reading and Writing II class not only improved the students‟ writing skill but also
the way of thinking critically.
D. Instruments and Data Gathering Technique
The data sources were the teachers‟ written feedback for the students on the fourth semester in ELESP of Sanata Dharma University. Meanwhile, the
researcher used the written material as the instruments to gather the data from the teachers. The data were analyzed and interpreted using document analysis.
Merriam 2009, p. 86 states that the document is refer to printed and other materials relevant to research, including the teachers‟ written feedback in CRW II.
The researcher also became the instrument in this qualitative research. Merriam 2009, p. 15 states that “the researcher is the primary instrument for data
40 collection and analysis.” As the primary instrument, the researcher collected the
data as the first step to conduct the research then she analyzed the data to understand and describe the meaning of the findings.
The focus of this research was the teachers‟ written feedback in CRW II Class. Written feedback was a kind of recorded materials that the teachers wrote
their responses on the students‟ writing. The responses became important inputs for the students to revise their writing. Moreover, Ary, Jacobs, Sorensen, and
Razavieh 2002, p. 27 also state that “content analysis focuses on analyzing and interpreting recorded material within its own context.” It had the same
understanding in this research because the res earcher analyzed the teachers‟
written feedback as recorded material then interpreted the teachers‟ beliefs that
underlie the practice of giving written feedback. The data consisted of the first project from each class in the middle of the
semester. Each class had the same theme of the project. After the students made their project, the teacher in each class gave written feedback in their project. The
researcher used simple random sampling to obtain the data for each class. According to Lodico, Spaulding, and Voegtle 2006, p. 143 simple random
sampling involves the random selection of individuals from the realistic population as a whole.
Therefore, the researcher used 5 teachers‟ written feedback from each class as the representation of teacher‟s written feedback. Each teacher
used written feedback to respond students ‟ writing in his or her class. However,
the researcher wanted to know teachers‟ written feedback that were used in
41 Critical Reading and Writing II Class. It was enough to analyze and interpret the
30 documents in detail because the focus was on the teachers as the main subjects. This method was used to answer two research problems about the kinds of
teachers‟ written feedback and the teacher‟s beliefs in Critical Reading and Writing II Class. The document analysis became the fundamental method to
investigate teachers‟ written feedback and interpret the teacher‟s beliefs that underlie the practice of giving written feedback. Merriam 2009, p. 150 states
that since the researcher was the primary instrument to collect the data, the researcher relied on skills and intuition to find and interpret data from the
document. The interpretation was supported by the theories from many experts. From that, the researcher obtained the kinds of teachers‟ written feedback in CRW
II and the teacher‟s belief were underlying on giving written feedback.
E. Data Analysis Technique
