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A questionnaire is used especially as a means of collecting information from a wider sample that can not be reached by personal interview. The purpose
of giving a questionnaire is to find out the students’ personal opinion of self expression. In the preliminary observation, the researcher used questionnaire to
know the students’ process in writing and problems faced by the students in writing. In the end of the research, the researcher used a questionnaire to know the
students’ responses and to know the implementation of picture series in writing.
2. Quantitative data
In this phase, the researcher used written products of the writing to measure the students’ achievement in writing. He gave the pre-test and the post-
test to know the students’ writing ability before and after teaching writing using picture series media. Its aim is to know whether the students’ writing ability is
improving or not. Brown 2001: 358 states that “if the teachers still need to assign a single
grade or score to each paper, and then consider weighting the first few categories more heavily”. The researcher applies the analytic method that components of
writing are scored separately based on the purpose of composition such as ideas or content, organization, words choice, and convention. The researcher can thereby
emphasize the content-based flavour of their evaluation. Madsen 1983: 120 states that “there are basically two ways to give a formal
grade to a piece of writing. One is called analytical, and the other holistic. In this,
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the researcher takes analytical method which attempts to evaluate separately the various components of piece of writing, where students begin with 100 points or
an A grade. Then they lose points or fractions of a grade for errors that occur in their piece of writing. The distribution score of the writing is illustrated in the
table below:
Table. 2 Scoring Rubric of Writing Test
Writing elements
Range score Scale
Maximum Score Organization
1-5 6
30 Content
1-5 5
25 Grammar
1-5 4
20 Vocabulary
1-5 3
15 Mechanics
1-5 2
10 Total score
100 Adapted from Techniques in Testing, Evaluating Students’ Writing Harold S.
Madsen, 1983: 119
There are five elements to score in scoring the students’ work. They are organization, content, grammar, vocabulary, and mechanics. The value of each
element ranged from 1 to 5. The scale of organization is six, the scale of content is five, the scale of grammar is four, the scale of vocabulary is three, and the scale of
mechanics is two. So, the total score of each element is different. The total score of organization is 30, the total score of content is 25, the total score of grammar is
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20, the total score of vocabulary is 15, and the total score of mechanics is 10. The maximum score is 100 derived from the sum of the maximum score of each
element. Test instruction which was given to Class IX A Research subject was
measured by conducting test at different students Class IX B, it was done to know the readability of the test, the students could understand the test. In this
case, Weir 1998: 58 says: In testing writing, there are two different approaches for assessing writing
ability that can be adopted. Firstly, writing can be divided into discrete levels, e.g. grammar, vocabulary, spelling, and punctuation, and these
elements can be tested separately by the use of the objective test. Secondly, more direct extended writing tasks of various types could be
constructed. These would have greater construct, content, face, and wash back validity but would require a more subjective assessment.
F. Data Analysis Technique
