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Table 3.4 The Sample of Observation Checklist for Observing the Researcher
The results of observation checklists could help the researcher to know what went well and what did not go well. The teacher did not write her opinion in
the observation sheets. She would rather tell the researcher for the things that needed to improve briefly at the end of the class.
5. Students’ Diaries
The main instrument of this research was the students‟ diaries collected
from three cycles of the weekly diary assignment. The researcher asked them to provide a notebook as the diary. The researcher provided the same book covers
for all of the students of VIIID. It was aimed at making them be tidy. The students had to submit their diaries twice a week individually. They
wrote their past experiences in the form of a recount text based on the topic given on that book as their diaries. They had decided a certain topic which had been
agreed together. There were three cycles which were conducted by the researcher. The students had submitted six writing in the form of a recount text for three
cycles. The s tudents‟ diaries were the main evidence explaining whether their
writing abilities in writing a recount text had improved or not.
No Statements
Yes No
1 The students are ready to follow lesson
2 The students pay attention to the teacher‟s
explanation 3
The students conduct all the task given by the teacher seriously
4 The students ask questions and answer
teacher‟s questions actively 5
The students are active to come in front of the class to write their answers
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Besides, the students got some written and oral feedback from the researcher
in the class. The teacher‟s feedback was also given in the form of some exercises which were conducted in a meeting. The exercise was the analysis of the
stud ents‟ writing in their diaries.
The data was gathered based on the stages conducted by the researcher. They were the preliminary study, planning, action, collecting and analyzing data,
and reflection. At the first time, the researcher had to collect enough data to convince the
stud ents‟ problem in writing a recount text. The researcher made some field notes
while observing the class. Then, the researcher collected some additional data by interviewing the students and the teacher, and distributing the questionnaire to the
students. After that, the researcher decided to use the weekly diary assignment. Then, the researcher asked the students to submit their past experiences in
the form of recount text in their diaries twice a week. The researcher had to check the students‟ writing one by one and gave the written feedback and the scores.
The researcher had to analyze their improvement week by week. Besides, the researcher gathered the data from
students‟ exercises which were included into the teacher‟s feedback.
The researcher also collected the teacher‟s observation checklist to help the reseacher to know what went well and what did not go well in class during the
implementation of weekly diary assignment. After getting all of the data, the researcher made some reflection of the
result to decide whether she had to continue to the next cycle or not. After the
41 third cycle, the students‟ writing abilities in the recount text had improved. The
last data was gathered through distributing the second questionnaires and interviewing three students. Finally, the researcher concluded that the
implementation of weekly diary assignment improved the students‟ writing
abilities in a recount text for the students of VIII D of SMPN 1 Wungu.
E. Data Analysis Technique
