33 They were 16 males and 16 females. The age average was about 13
years old. They learnt English as a foreign language.
3. Schedule of The Research No.
Step Month
December January
February Week
3 4
5 1
2 1.
Observation 2.
Planning 3.
Action 1 implementation,
observation, reflection
4. Planning
for cycle 2
5. Action
2 implementation,
observation, reflection
6. Analyzing Data
and Reporting
C. Data and Technique of Collecting Data
The researcherused both the qualitative and quantitative data. The qualitative data were in the form of opinions of research’s member
conditions. Meanwhile, the quantitative data were in the form of scores that were collected from pretest and posttest. This data were collected
from some techniques. Those techniques are described as follows:
1. Observation
The researcher used this technique to describe the subject activity in the class at a particular time. The researcher observedthe teaching
and learning process before, during, and after the actions in the class.
34 The purpose of the observation was to gain some data about the
effect of the treatment that was implemented to students. The observation technique also provided field notes data about the whole
condition during the research.
2. Documentation
Documentation here was data coming from school. The school should always record all the things related to the teaching and
learning process. The significance of this data source was to attain continuous information that cannot be reached in one shot
observation. Furthermore, the researcher made documentation of the teaching and learning process both before and during the
implementation of the treatments. This technique resulted in the observation sheet and field notes. The researcher also used the
following instrument, interview, to convince the data gained from observation.
3. Interview
This instrument was used to get information from students and teachers about the teaching and learningprocess. It covered problems
found in the teaching and learning process. The researcher interviewed both teachers and students to collect the most complete
data about how they saw the problemshappened in class and the effect of the teaching media used.
4. Writing pretest and posttest
35 The writing pretest and the posttest were instruments to get
information about students’ writing scores. Writing pretest is a test which was conducted in the beginning of the action. It gives
information about students’ writing scores before the actions. Moreover, posttest is to measure the students’ writing scores after
the treatments. Both tests measure how the actions affect the students’ writing skill.
The following table shows the scoring rubrics of writing according to Jacobs et al in Weigle 2002: 116.
Table 2: Scoring rubrics of writing modified from Jacobs et al in Weigle 2002: 116
Aspects Level
Score Criteria
Content Excellent to
very good 4
Knowledgeable, substantive, through development of thesis, relevant to
assigned topic Good to
average 3
Some knowledge of subject, adequate range, limited development of thesis,
mostly relevant to topic but lacks detail Fair to poor
2 Limited knowledge of the subject, little
substance, inadequate development of topic
Very poor 1
Does not show knowledge of subject, non- substantive, not enough to
evaluate
Continued
36
Continued Aspects
Level Score
Criteria
Organization Excellent to
very good 4
Fluent expression, ideas clearly stated supported, well organized, logical
sequencing, cohesive Good to
average 3
Loosely organized, limited support, logical but incomplete sequencing
Fair to poor 2
Non- fluent, ideas confused or disconnected, lacks logical development
and sequencing Very poor
1 Does not communicate, no organization,
not enough to evaluate Vocabulary
Excellent to very good
4 Sophisticated range, effective word usage,
word from mastery Good to
average 3
Adequate range, occasional errors of word usage but meaning not obscured
Fair to poor 2
Limited range, frequent errors of word usage, meaning confused
Very poor 1
Essentially translation, little knowledge of English
Language use Excellent to very good
4 Effective constructions, few errors of
agreement, tense, number, word order, article, pronouns,preposition
Good to average
3 Effective but simple constructions, minor
problems in complex constructions, several errors of agreement, tense, number, word
order, article, pronouns, preposition
Fair to poor 2
Major problem in simple construction, frequent errors of negation, tense, number,
word order, article, pronouns, preposition Very poor
1 No mastery of sentence construction rules,
dominated by errors, does not communicate or not enough to evaluate
Mechanics Excellent to
very good 4
Demonstrates mastery of conventions, few errors of spelling, punctuation,
capitalization, paragraphing Good to
average 3
Occasional errors of spelling, punctuation, capitalization, paragraphing but meaning
not obscured Fair to poor
2 Frequent errors of spelling, punctuation,
capitalization, paragraphing, poor handwriting, meaning confused or
obscured
Very poor 1
No mastery of conventions, dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting illegible, or not enough to evaluate
37 The rubric provides five aspects of writing namely content,
organization, vocabulary, language use, and mechanic in which each of them is scaled from 1 to 4. Hence the maximum score is 20, while the
minimum score is 5. By knowing the highest score and the lowest score above, the formulation of the ideal mean can be calculated as follows.
Maximum score= C + O + V + L + M = 4 + 4 + 4 + 4 + 4 x 5 = 100
Minimum score = C + O + V + L + M = 1 + 1 + 1 + 1+ 1 x 5 = 25
Ideal Mean= +
= 100 + 25 = 62.5
Furthermore, there were two independent raters in assesing students’ writing. The first rater was the English teacher of Grade VIII who is
qualified for assessing students’ writing and the second rater was the researcher herself. In evaluating the students’ writing, she and the
collaborator gave an appropriate score in each aspect. The indicator of success could be seen from the increasingin the number of students who
got good scores in Cycle 2.
38
D. Data Collecting Instruments E. In collecting the data, the researcher used several instruments. There
were in the form of interview guidelines, observation check list, aand writing test. The interviews were conducted before, during and after the
teaching and learning process with both English teacher and some students of VIII B class. It was aimed to get any information related to
English teaching and learning process at SMPN 2 Depok especially in writing skill. It involved the teacher and the students as well. The
interview transcript could help the researcher planning the actions to solve the problems related to the writing skill.
The researcher also took a note during the English classroom in the form of field notes. It covered students’ behaviours and motivation in
learning English. The researcher and the collaborator were able to see and take a note of students’ progress in the classroom. Field note was
used to record anything happen in the classroom during the teaching and learning process and it could be used by the researcher to determine the
best actions. The last instrument was the rubric score of students’ writings. It
was used to assess the students’ writing ability in the pre–test and post– test. The rubric score focused on five aspects containing content,
organization, vocabulary, language use, and mechanic in those test. The range of writing score of each aspect was 1 to 4 consisting different
indicator.
39
F. Data Analysis Technique
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