24 4
Sentence Structure Sentence structure focuses on the use of grammar correctly, structurally
sounds and meaningful sentences. The grammar that is used in narrative writing is simple past tense. The writers have to pay attention to the use of grammar in order
to make clear meaning of their writing. Meanwhile, the development of sentences is required to make meaningful sentences.
5 Character and Setting
Character and setting are found in narrative writing. They become essential requirements that must be included in it. The development of character
can be in forms of convincing dialogue and reactions to other characters. While in the setting, the writers are expected to develop a sense of place, time and
atmosphere.
6. Classroom Action Research CAR
Focusing on the use of digital storytelling in classroom teaching-learning activity, Classroom Action Research is used as a method of this study. In this part,
the explanations of Classroom Action Research CAR are divided into two parts. They are the definition of Classroom Action Research and the characteristics of
Classroom Action Research.
a. The Definition of Classroom Action Research
McNiff 2002, p.6 states “action research refers to a particular way of
looking at your own work to check that it is as you would like to be.” as cited in Vaccarino, 2006, p. 7. It is also called self-reflective practice because it requires
25 individuals or practitioners to reflect their own works. The results of the reflection
can be good or bad. Bogdan and Biklen 1982, p. 215 define
action research as “evaluative and reflective as it aims to bring out change and improvement in practice.” as
cited in Burns, 1999, p. 30. In line with McNiff 2002, p. 6, the reflective is needed to find out what things to improve in the teaching-learning activity. Not
only the improvement, but also the understanding of the practice is also expected in classroom action research.
Hughes 2000 states that action research may consist more than one cycle in order to achieve the expected answer of the research.
Some action research projects start off with fuzzy questions. The first action research cycle may provide fuzzy answer to lead less fuzzy
questions, less fuzzy answers and so on, until later cycles are able to provide precise answer to specific questions. as cited in Vaccarino, 2006,
pp. 13-14. From those explanations, it can be concluded that classroom action
research is a method of a research that requires reflective on the process of study in the class. The reflection is used to change the practice into good quality. The
improvement on that quality becomes the aim of this method. In order to achieve the improvement, action research consists of more than one cycle.
b. The Characteristics of Classroom Action Research
Holter et al 1993 find that there are six characteristics and principles of action research: Problem solving, Practical Experience, Change in Practice,
Reflexive critique, Theory development, and Public result. as cited in Vaccarino, 2006, p. 10. Those characteristics can be considered as the purposes of classroom
26 action research that the researcher can focus on one of which heshe wants to
achieve. Meanwhile, Kemmis and McTarget 1998 mention four essential steps of
classroom action research, namely Planning, Action, Observation and Reflection. as cited in Burns, 1999, p. 32. The researcher develops a plan to improve what is
already happening. The implementation of the plan belongs to the action process. After implementing the action, the results of data are observed to find out the
purpose of the research. In the last process, the result of data observation is concluded in the reflection process of this method.
7. Scoring of Writing
Scoring of writing is needed to measure the students‟ understanding in
writing activities. It is also used to see the student s‟ improvement after they do
writing tasks. This part describes the importance of scoring writing and explains what kind of scoring that is used in this research.
According to Weigle 2002, p. 108, the scoring procedures are really important because the score is ultimately used in making decision and inferences
about writers. By doing the scoring, the improvement of the students‟ narrative writing skill after implementing the digital storytelling can be seen. The
improvement is compared from the first to third students‟ writing task. As mentioned on the book of
“Assessing Writing” by Weigle 2002, pp. 112-114, there are two types of scoring: holistic scoring and analytic scoring.
Holistic scoring assigns a single score to a script based on the overall impression. The rubric of holistic scoring is complemented with benchmark scripts and rater
27 training, but they are not limited and recognized as good practice in a writing
assessment. Unlike holistic scoring, analytic scoring focuses on the assigning of
several aspects of writing. It provides more detailed information about the test- taker‟s writing task in many aspects of writing such as content, organization,
cohesion, register, vocabulary, grammar or mechanics. Each aspect of writing has its own criteria to analyze.
In assessing students‟ writing tasks, types of analytic scoring rubrics by Jacobs et al 1981 are used. The scripts of the rubric consist of five categories of
writing: content, organization, vocabulary, language use and mechanics. Those four aspects were applied without taking vocabulary of writing category because
it ha d already provided on the students‟ handouts. Those four categories are
shown in Table 2.2
Table 2.2 Composition Profile of Writing Scoring Rubric
No Aspects
Score Criteria
1 Content
30-27 Excellent
to very
good:knowledgeable,
substantive, through development of topic sentence, relevant to assigned topic.
26-22 Good to average:some knowledge of subject,
adequate range, limited development of thesis, mostly relevant to topic but lacks detail.
21-17 Fair to poor: limited knowledge of subject, little
substance, inadequate development of topic. 16-13
Very poor: does not show knowledge of subject, non-substantive, not pertinent, or not enough to
evaluate
Continued PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
Table 2.2 Composition Profile of Writing Scoring Rubric
No Categories
Score Criteria
2 Organization
20-18 Excellent to very good: fluent expression, ideas
clearly statedsupported, succinct, well-organized, logical sequencing, cohesive.
17-14 Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited support, logical but in complete sequencing.
13-10 Fair to poor: non-fluent, ideas confused or
disconnected, lacks logical sequencing and development.
9-7 Very
poor: does
not communicate,
no organization, or not enough to evaluate.
3 Language
Use 25-22
Excellent to very good: effective complex constructions, few errors of agreement, tense,
number, word orderfunction, articles, pronouns, prepositions.
21-18 Good
to average:
effective but
simple constructions, minor problems in complex
constructions, several errors of agreement, tense, number, word orderfunction, articles, pronouns,
prepositions but meaning seldom obscured.
17-11 Fair to poor: major problems in simplecomplex
constructions, frequent
errors of
negation, agreement, tense, number, word orderfunction,
articles, pronouns, prepositions andor fragments, run-ons, deletions, meaning confused or obscured.
10-5 Very poor: virtually no mastery of sentence
construction rules, dominated by errors, does not communicate, or not enough to evaluate.
4 Mechanics
5 Excellent to very good: demonstrates mastery of
conventions, few errors of spelling, punctuation, capitalization, paragraphing.
4 Good to average: occasional errors of spelling,
punctuation, capitalization. Paragraphing but meaning not obscured.
3 Fair to poor:frequent errors of spelling,
punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured.
2 Very poor: no mastery of conventions, dominated
by errors of spelling, punctuation, capitalization, paragraphing, handwriting, illegible, or not enough
to evaluate.
Total 80
