Acting Phase Improving Students' Descriptive Writing through Role, Audience, Format, and Topic (RAFT) Strategy (A Classroom Action Research in the Seventh Grade of SMP Paramarta Jombang)

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

Acting Phase Improving Students' Descriptive Writing through Role, Audience, Format, and Topic (RAFT) Strategy (A Classroom Action Research in the Seventh Grade of SMP Paramarta Jombang)

G. Data Collecting Procedures

1. Observation Sheet and Checklist for Students’ Participation

2. Writing and RAFT Questionnaire

3. Writing Test

4. Teacher’s Journal

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Acting Phase Improving Students' Descriptive Writing through Role, Audience, Format, and Topic (RAFT) Strategy (A Classroom Action Research in the Seventh Grade of SMP Paramarta Jombang)

G. Data Collecting Procedures

1. Observation Sheet and Checklist for Students’ Participation

2. Writing and RAFT Questionnaire

3. Writing Test

4. Teacher’s Journal

Parts

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