39 In this step, the teacher implements the teaching and learning activities of
vocabulary and sentence structure knowledge in writing through guided writing. The teaching and learning activities are written in the lesson plan.
c. Observing the action
In this step, the teacher as researcher observes all of the activities happening in the teaching and learning process. It is done in the teaching and
learning process of vocabulary and sentence structure knowledge in writing through guided writing. Collaborator helps the teacher to observe all of the
activities happening in the teaching and learning process. d.
Reflecting the observation result In this step, the teacher as researcher makes an evaluation and
investigation towards what he has observed in order to find out the strength and weakness of guided writing process. Through the observation, the teacher can see
whether the students improve during the guided writing process or not. 3.
Doing evaluation After the whole teaching and learning process has been conducted in the
classroom, it is better to give test. After that, the teacher analyzes the result of the test by scoring it, and then finding the mean score. It is done in order to make sure
whether or not there was an improvement of students’ writing.
F. The Technique of Collecting Data
40 It is very important to collect data in a research because the data are used
to get the result of the research. In this classroom action research, the techniques of collecting the data used by the teacher are observation, questionnaire, and test.
1. Observation
The observation is done by collaborator as the observer and the teacher himself. In this way, the observer will observe all activities done in the
process of teaching and learning writing skill through guided writing. The teacher makes field notes based on the result of the observation.
2. Questionnaire
The teacher as the researcher will give questionnaire to the students about the way he implements the technique, the benefits they get, the problem
faced, and the equipments used. It is given at the pre-research observation and after conducting the technique.
3. Test
The teacher also gives written test in the beginning of the observation and in the end of each cycle. The students are instructed to write with several
guidelines.
G. The Technique of Analyzing the Data
To analyze the data, the researcher used qualitative and quantitative technique.
1. Qualitative Data
41 The researcher analyzes the process of teaching and learning writing skill
through guided writing by analyzing the data taken from the observation and questionnaire. Analyzing qualitative data usually involves coding the data to get
some quantifiable means to test some hypotheses. Glaser and Strauss combining coding with analysis to help locate and build grounded theory. In qualitative
method, the data coded to generate categories and hypotheses. Glaser and Strauss in Lincoln Guba 1895: 339 describe the constant comparative method as
following four distinct stages: a.
Comparing incidents applicable to each category, b.
Integrating categories and their properties, c.
Delimiting the theory, d.
Writing the theory. Comparing all the incidents which can be applied to each category
begins by coding the data into as many categories as possible. Some categories will be generated from the researchers, some from the language and data of the
research situation. As researchers find more incidents of the same category code, they will refine their ideas about that category. Integrating categories and their
properties means that the constant comparative method will begin to evolve from
comparing incidents to focusing on essential properties of the category. Diverse properties will start to become integrated. The resulting theory will begin to
emerge by itself.
Eventually, the theory is strengthened and there are fewer changes to the theory as the researcher compares more incidents. Later modifications include
taking out irrelevant properties of the categories, integrating details of properties into an outline of interrelated categories. More importantly, the researcher will
42 begin to find ways to delimit the theory with a set of higher level concepts. New
categories are often created halfway through coding, and it usually isnt necessary to go back and code for them. The researcher only needs to code enough to fulfill
the properties of the category. Later they can evaluate their categories and emergent theory by moving on to new comparison groups. When the researcher
is convinced that his analytic framework forms a systematic substantive theory, that it is reasonably accurate statement of the matters studied, and that it is
couched in a form that others going into the same field could use -- then he can
publish his results with confidence Glaser Strauss, 1967: 113. Finally, the
researchers write hisher theory based on all the analysis. This methodology tends
to result in a developmental theory, which lends itself to further evolution. Its an inductive rather than deductive approach.
2. Quantitative
As has been stated before, there is a test after each of the cycle. From the test, the researcher finds the comparison of students’ achievement before and after
the research. The researcher also compares the mean score of each test to know whether there is an improvement of students’ writing skill or not.
The data gained are to know the difference between the pre-test and post- test. Then, it is used to prove whether there is any difference on the achievement
of students’ writing skill between the pre-test and post-test. To test the difference the writer uses t-test. The formula of the t-test is as follows:
43 t
= the t-value for non independent means = the differences between the paired scores
= the mean of the differences = the number of pairs
The value of the t-test will be consulted to the value of t-table in the appropriate degrees of freedom at the level of significan
ce α = 0.05. The degrees of freedom can be determined by using the formula:
df = n
1
+ n
2
-2
. Whether or not the difference between pre-test and post-test is significant
depends on the comparison between the value of t test and the value of t table. If the value of the t test is higher than t table, it can be concluded that there is a
significant difference between the pre-test and post-test. From the mean of the differences, it will be known that guided writing in teaching English writing has a
better result.
44
CHAPTER IV THE RESULT OF THE STUDY
