23 Faculty of Sanata Dharma University had been introduced and accustomed to
activity of writing and reflecting as a part of daily activity in Seminary, eventhough it is conducted still in Bahasa. Mr. Markus Budiraharjo who was
teaching English in Bahasa Inggris I class B, Theology Faculty of Sanata Dharma University, academic year 20152016, proposed set of assignment of writing
reflection using English for the students to be done. The researcher then considered writing
as the suitable tool to enrich students‟ of Bahasa Inggris I class B experience in learning English as their second language. Here in this
study, using the theory of analysing learner language by Ellis 2005, the researcher is trying to provide a full description of the writing produced by those
students. The rubric was formed with adaptation from what proposed by Brown Bailey 1984 entitled „analytical scale for rating composition tasks‟. The rubric
helps the researcher to describe the writings of these students. Further, the researcher considers the use of English past tense in the
activity of writing reflection hold an important role. One could not reflect and retell the experience or events in order to reflect or flashback properly in writing
without having a well understanding about the use of past tense. Using the theory of error analysis, the reseacher
described the writings and mapped the students‟ mastery of past tense. Afterwards,
Brown‟s theory which elaborates the source of error in a process of language learning is used to help researcher analyse the
learner‟s personal narrative. By conducting interview, the researcher then find out the source of errors from the writers and retell their experience that clarify their
mastery of English past tense as reflected in their writing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
CHAPTER III RESEARCH METHODOLOGY
In this chapter, the researcher discusses how the research was conducted. The chapter consists of six parts which are research method, research participants,
research setting, research instruments, data analysis technique, and research procedure.
A. Research Method
The research method used in this study was qualitative research. Qualitative research is defined by Lichtman 2003 as a way of knowing that
assumes that the researcher gathers, organizes, and interprets information with his or her own eyes and ears as filter. Lichtman 2003 also mentions that qualitative
research often involves in-depth interview andor observations of humans in
natural, online, or social setting.
Further, Lichtman 2003 explains that in qualitative research, the researcher constructs the reality and heshe is the central. The interpretations that
might appear are based on the researcher‟s experience and background. The
purpose of this method is to understand and interpret social interaction.
This research was in the form of a case study, which according to Yin 2012 the case serves as the main
„unit of analysis‟. The case study research is not limited to a single source of data. Therefore it also enables the implementation
of triangulation evidence from multiple sources. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25 Sherman 1930 states that the purpose of
“a qualitative research is not verification of a predetermined idea, but discovery that leads to new insights
” p. 5. Therefore, the researcher in qualitative research depends on natural setting.
In this study, the research used content analysis as the method in interpreting the data. Silverman 1993 says that textual analysis which includes in content
analysis method i s used to understand the participants‟ categories. Therefore, the
use of this method is considered relevant since this study specifically describes learners‟ writing and analysis the learner language.
B. Research Participants
The researcher chose 10 first-semester students of Bahasa Inggris I class B in Theology Faculty of Sanata Dharma University, academic year 20152016,
who took the class with Mr. Markus Budiraharjo as the participants of this research. Since only those ten that have already done writing in four topics
assigned by the lecturer. The rest of the class did not complete the four topics. The four topics are namely:
“Learning Strategy”, “Experience of being Forgiven”, “Homily based on the Bible” and “Reflection on Children Stories”. The
participants did not know that their writings were intended to be analyzed in term of their mastery on English past tense. That was done on purpose as the researcher
wanted to keep the learners produce their writing as what it is. Also this brings them chance to write with their pure understanding of past tense. Then, three out
of these ten were interviewed to find the answer of question number two. Later, in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
