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Table 3.2 Analytic Scoring Rubric of Narrative Writing
Components of Writing
Scores Indicators
Content
4 relevant to the topic and easy to understand
3 rather relevant to the topic and easy to understand
2 relevant to the topic but is not quite easy to understand
1 quite relevant to the topic but is not quite easy to understand
Organization
4 most of the sentences are related to the main idea
3 some sentences are related to the main idea
2 few sentences related to the main idea
1 the sentences are unrelated to each other
Vocabulary
3 some errors in words choice
4 few errors in words choice
2 occasional errors in words choice
1 frequent errors in words choice
Grammar and
Mechanics
4 few errors in past tense.
few errors of spelling, punctuation, and capitalization. 3
some errors in past tense. occasional errors of spelling, punctuation, and capitalization.
2 numerous errors in past tense.
frequent errors of spelling, punctuation, and capitalization. 1
frequent errors in past tense. no mastery of conventions, dominated by errors of spelling,
punctuation, and capitalization.
The score is the student’s score which is calculated from the score obtained by the student, divided with maximum score and multiplied by
100. The obtained score is the score which is gained by every student in the aspects of content, organization, grammar, and vocabulary. And the
maximum score is the highest score when the student writes correctly based on the four aspects determined.
While the data on students’ response to the implementation of Jigsaw technique in writing a narrative text obtained through questionnaire
is analyzed in the form of percentage.
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F. The Criteria of the Action Success
Criteria of success were set up to determine whether the action in the research was successfully completed or not. In line with this study, the
criteria of success were decided as follows. 1.
The students are highly motivated during the teaching and learning process. The students are considered motivated if there were 75 of
students are enthusiastic in writing narrative text during the implementation of Jigsaw technique in the classroom. It is analyzed on
the basis of the obtained data from the observation, questionnaire and interview.
2. The students’ writing score could achieve the target of the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal KKM of English 70.0 or above. And it is considered successful if 75 of the students
with individual score in writing narrative text achieve at least the same as or above 70.0. It is established on the basis of the scores of the
students’ writing analyzed by analytic scoring rubric as illustrated in Table 3.2.
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CHAPTER IV RESEARCH FINDINGS
A. The Description of the Data
1. Findings of the Preliminary Study
A preliminary study was conducted to get data about the factual conditions of the problems faced by the teacher and students in the teaching
and learning process of writing. The preliminary study was conducted on January 24
th
, 2011 which was done by a interviewing the English teachers in terms of the techniques and activities employed in teaching writing, b
giving questionnaire to the students in terms of learning English, and c assigning the students to write narrative text in order to identify the
students’ real competence and problems in writing narrative texts.
a. The Result of Pre Interview
Pre interview carried out in this study was the unstructured interview. It was held on Monday, 24
th
2011 started at 10.00 A.M and finished at 10.30 A.M. The writer asked to the teacher some questions
which divided into three categories, involving: the general condition in English class especially in writing class, the difficulty faced by students and
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their participation, and the strategy used by the teacher in writing class and asking about Jigsaw technique.
First category discussed about the general condition in English class especially in writing class. The teaching learning process conducted as
usual, there were pre activities, while activities and post activities. In writing class, the teacher used some activities like grouping, fill in the blank,
arrange the words into a good sentence, and arrange the sentence into a good paragraph and write a short story about their daily activities, and so on. The
media used was pictures and text which relevant to the topic. see item numbers 1, 2 and 3 of interview
Second category talked about the difficulty faced by the students focus on English skill. The teacher said that writing were the difficult skills
to be learned whereas the students must achieve the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM
. The students’ difficulties in writing lied on generating ideas and organizing into paragraph, choosing the
words and using appropriate grammar. Consequently, the students got boredom in writing class and students’ participation in writing class was not
too active. see item numbers 4,5, 6, 7 and 8 of interview The last category is about the strategy used by the teacher in writing
class and asking about Jigsaw technique. The teacher said that she has never used Jigsaw technique in writing class but she has known about Jigsaw
technique. She assumed that Jigsaw could be an effective technique in teaching writing because it could facilitate the learning. It was good to help
generate the ideas. So, it might be able to improve students’ ability in writing. See item numbers 9, 10, 11 and 12 of interview.
The conclusion of the interview in term of the students’ difficulties in writing was the students’ of English 2 class still have difficulties in
writing in term of generating ideas, organizing ideas into paragraph and choosing the words. The detail result of pre interview can be seen in
appendix 1b.
