in the classroom. To record the students’ activities, the writer already determined
or listed the phase of activities for the students in each meeting, and the writer also gave a sign to the students who did the certain activities. The activities
monitored by the writer were during pre, whilst, and post activities. For additional information found by the writer, she would make some notes related to the real
condition in the class. Moreover, result of the data will be considered in taking the following cycle if it is necessary.
2. Questionnaire
Questionnaire was given to the students in two sessions; before and after implementation of Classroom Action Research CAR, and it aimed to know their
responses toward teaching and learning writing using RAFT strategy. Furthermore, the writer used yesno question as the design of questionnaire. Each
questionnaire consisted of ten questions which covered of three categories; the students’ response toward teaching-learning process, the result of students’
writing activity, and the solutions of the problems in writing.
3. Test
The students followed two kinds of test; Pre-action test and Post-action test. Pre-action test was given before the implementation of RAFT strategy given
to the students. Post-action test was the test given when the teacher already implemented RAFT strategy in teaching descriptive writing. In this test, the
students had to identify RAFT elements in some descriptive text, and they had to write a descriptive text based on RAFT that they determined. The aim of giving
those tests was also to show supporting evidence that the students’ understanding
about RAFT strategy would improve their ability in writing.
4. Journal
The writer used journal to obtain more data, and she wrote what happened in the class during teaching and learning process in specific details. Specific
details mean what activities occurred in the beginning, during, and in the last session of each meeting. This journal attempts to know students’ response,
improvement, and problems, so the writer could make notes in order to know the improvement of students’ descriptive writing using RAFT strategy.
G. Data Collecting Procedures
There were two techniques used in collecting data for the Classroom Action Research study; they were observation, questionnaire, test, and journal.
The explanation of the procedures used in this research can be seen below.
1. Observation Sheet and Checklist for Students’ Participation
In this research, the writer had an observation in 7-A class, which consist of 41 students. Some students were enthusiast in learning English. The students
were given a chance to read descriptive paragraph as the implementation of RAFT strategy in the text, and then the writer asked them to identify the Role, Audience,
Format, and Topic aspects in the paragraph by using their own words. The last was the students were assigned to write a story based on the RAFT writing prompt
given by the teacher. To get the data about the students’ participation in the class,
the writer used observation sheet. There were two kinds of observation sheets used in the research: observation checklist and observation notes.
2. Writing and RAFT Questionnaire
The questionnaire was given to the seventh grade students of SMP Paramarta Jombang. The writer used pre-
questionnaire in order to know students’ responses toward their teaching and learning process before implementing RAFT
strategy for writing skill. On the other hand, post-questionnaire was given to measure the improving students’ descriptive writing through RAFT strategy.
3. Writing Test
In this research, the test aimed to show the resul t of students’ writing by
using RAFT strategy in writing descriptive paragraph. The writer would also compare the mean of Pre-action and Post-action score in order to know how
students’ improvement was. In calculating students’ score, the writer used a certain formula to get the mean score of each test and also the improvement of
student s’ descriptive writing per cycle.
4. Teacher’s Journal
In this research, the role of the writer was not only as a researcher but also as an English teacher at that school. To write the journal, the writer already made
the form so the information written there are based on the observation done during
