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Razavieh 2002 define that survey is a research technique in which data are gathered by asking questions of a group of individuals called respondents.
Moreover, Wiersma 1995 states that surveys are used to measures attitudes, opinions, or achievements – any number of variables in natural settings. In
collecting the data, this study also distributed questionnaire to all the respondents and interviewed several respondents. In addition, the objectives of this study were
to figure out the students’ perception on the implementation of teacher written feedback and why the students have a good or bad perception. Therefore, survey
research could accommodate this research in surveying students’ perception on the implementation of teacher written feedback and its implication.
B. Research Setting
In order to answer the first problem which is ELESP students’ perception on teacher written feedback in CRW 1 class, the researcher distributed
questionnaires and conducted interviews. All respondents were the ones who had taken CRW 1 as the compulsory subject before taking CRW 2. The questionnaire
distribution of this research took place in all six different classes of Critical Reading and Writing 2 CRW 2 in Sanata Dharma University. The interview
was conducted around Sanata Dharma University. This research started in May 2013 and ended up in June 2013.
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C. Research Participants
In order to gain the reliable and valid data of the students’ perception on the implementation of teacher written feedback in CRW 1 class, this study
selected the entire population. The population selected was 149 students of ELESP Sanata Dharma University in the academic year of 2011 who had taken
CRW 1 course. The respondents only consist of 140 students because 9 of them skipped some statements in the questionnaire, which is considered invalid. There
were 25 students from class A, 27 students from class B, 24 students from class C, 26 students from class D, 19 students from class E and 19 students from class F.
By having the entire population as the research participants, the research got relevant and sufficient data to provide maximum insight and understanding of
what they had been studying.
D. Instruments and Data Gathering Technique
In order to answer the two formulated problems, this research employed two research instruments: questionnaire and interview framework.
1. Questionnaire Questionnaire was used both to get the data about students’ perception on
the implementation of teacher written feedback and its implication. The description result was used as the main data which is supported by the result of
the interview. According to Gall Gall, and Borg 2007, questionnaires are
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printed forms that ask the same questions of all individuals in the sample and for which the respondents record their answers in verbal form. This is how
questionnaires were used in this research. The questionnaires were distributed to 140 students who had taken CRW 1 course.
In order to enhance the consistency of the responses throughout the respondents, and make the tabulation easier and faster, a close-ended
questionnaire was used. There were thirty close-ended items provided which cover all the information needed to answer the research problem formulation.
Each statement came up from several theories that were used to support this research. The questionnaire used English Language because the participants were
all ELESP students and they were all capable enough in understanding and responding to the statements provided. The brief category questionnaire
statements can be seen as follows.
Table 3.1 Questionnaire Blueprint of Students’ Perception
NO.
STATEMENT NUMBERS
THEORIES CATEGORIES
1. 1,2,3,4,5
Nature of reading and Nature of writing
Nunan, 2003, etc. Students’ perception on the
process of teaching and learning activities in CRW 1
2. 6,7,8,9,10,11,12,13,
and 14 Kinds and form of
teacher written feedback
Hyland, 2003, etc. Students’ perception on the
process of teacher written feedback implementation in
CRW 1 3.
15,16,17,18,19,20, 21,22,23,24,25,26,
27,28,29, and 30 Definition of perception
Altman, Valenzi and Hodgetts, 1985; R. L.
Atkinson R. C. Atkinson and
Hilgard, 1981; Leontiev, 1981, etc.
Students’ perception and the implication on the
implementation of teacher written feedback
Total : 30
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The table above is the blueprint of the questionnaire items that has been distributed to CRW 1 students. This blueprint came up from the combination of
the theories used to gain the intended data in answering the research problem formulations. Since this research has three variables: perception, teacher written
feedback and CRW 1, and the problem formulations are finding out students’ perception on the implementation of teacher written feedback and its implication.
Therefore, the blueprint is divided into three categories: the students’ perception on the process of CRW 1 teaching and learning activities, students’ perception on
the process of teacher written feedback implementation and students’ perception on the teacher written feedback implementation and its implication.
2. Interview Framework In order to get students’ perception on the implementation of teacher-
written feedback, the second instrument used in this research was interview. According to Ary, Jacobs, and Sorensen 2010, interview was one of the most
widely used and basic methods for obtaining the data in qualitative research. Besides, it is used to gather data from people about their opinions, beliefs and
feelings about situations in their own words. In this research, it was used to gain deeper comprehensive understanding, as it is used to support the main data which
is questionnaire’s result. In addition, it was also used to strengthen, clarify and to confirm all the answers gathered from the questionnaire. Personal interviews were
used because the researcher directly meet the respondents face-to-face and it
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allows the researcher to have follow-up questions to the unclear answers as it is noted by Fraenkel and Wallen 2009.
In conducting the interview, the researcher had prepared a question list consisting of sixteen open-ended questions. In line with what is defined by
DeMarrais 2004, as cited in Merriam, 2009 that interview is a process where a researcher and participant engage in a conversation focused on questions related
to a research study. In addition, Fraenkel and Wallen 2009 note that open-ended questions allow more freedom of response and permit follow-up by interviewer
which give the opportunity to the researcher to ask expanded questions regarding to the responses. The sixteen questions became the guideline to get the specific
data from the interviewees. Since in the interview the research used a question list as the guideline and used the questions flexibly, this type of interview is included
as semistructured as it is proposed by Merriam 2009. The following table provides brief category, theories used and some question examples of the
interview items.
Table 3.2 Interview Framework Blueprint of Students’ Perception
NO INTERVIEW
QUESTION EXAMPLE THEORIES
CATEGORIES
1. Could you please tell me
the teaching and learning activities that usually occur
in CRW 1 class? Did you use to read passages and
critically write responses to them?
Nature of reading and nature
of writing Nunan, 2003
The relation between critical reading and self critical
writing Wallace Wray, 2011, etc.
Students’ perception on the process of teaching
and learning activities in CRW 1
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Realizing the aims of the use of interview framework, it has the same categories with the questionnaire blueprint because it is intended to clarify the
result of questionnaire. The statements of the questionnaire and the questions of interview framework are similar which aim to get the strong and valid answers to
both problem formulations. The interview questions proposed were gained from several points of questionnaire items in which the researcher found a slight
different data between the questionnaire result and the teacher written feedback implemented in certain cases. In order to avoid misunderstanding and gain the
deeper answers, the interview was conducted bilingually, in Bahasa Indonesia and English. The interview result was used as the clarification and confirmation of the
different questionnaire’s result showed. Despite several listed questions, in order to get complete and clear data, there were several extended questions related to
the answers.
NO INTERVIEW
QUESTION EXAMPLE THEORIES
CATEGORIES
2.
Do you get only markings and underlines without any
explanation on your problematic areas? What
do you think about it? Kinds of feedback
Hyland, 2003 Forms of teacher written
feedback Hyland, 2003, etc.
Students’ perception on the process of teacher
written feedback implementation in CRW 1
3. Does teacher written
feedback help you to recognize your strengths
and weaknesses in writing skill? What are your
strengths and weaknesses? Definition of perception
Altman, Valenzi and Hodgetts, 1985
Perception, Learning and Thinking Forgus, 1966,
etc. The students’ perception
on the teacher written feedback implementation
and its implication
Total : 16
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The interview used purposive sampling which also refers to judgment sampling. It is when the researcher uses their judgment based on the prior
information in selecting several representatives from the population in order to get the data needed FraenkelWallen, 2009. That is why the sixteen open-ended
questions were addressed to six students taken from six different classes who had slight different answers from the others in several statements of the questionnaire.
The type of purposive sampling used was criterion sampling. According to Gall Gall, and Borg 2007, criterion sampling involves the selection of cases
that satisfy an important criterion. The criteria set for the students were the ones who had slight different answers in several statements of the questionnaire. For
instance, the ones who chose D disagree in statement number three, and SA strongly agree and A agree in statement eleven. It aims to clarify the
questionnaire result. In addition, there were several questions asked derived from several
questionnaire statements in order to get the deeper information. For example the ones who chose SA strongly agree and A agree in statements number twenty
and twenty-one which deal with students’ writing developments, strengths and weaknesses. It was used to see what the students’ writing developments are and
what the students’ strengths and weaknesses are. Therefore, this research only used six students because the researcher believed that the interviewees were the
right representatives of the data sources needed based on their answers in the questionnaire.
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In carrying out this study, the data gathering technique of this research consists of questionnaire technique and personal focused interview. This research
used close-ended questionnaire to simplify the result of the data because close- ended questions are easy to use, score, and code for analysis on a computer as it is
proposed by Fraenkel Wallen 2009. Besides, this research also used semistructured interview. Semistructured interview means the interviewer has set
series of structured questions with open-form questions in order to get systematical additional information Merriam, 2009. The main source of this
research was collected by using questionnaire which resulting in percentage data then it was validated and verified descriptively by using the result of the focused
interview in order to meet the validity and reliability of the data.
E. Data Analysis Technique
