Based on the post-questionnaire answered by the students, for the first statement indicated that 17 students or 56.7 felt more comfortable with the
previous technique used by the writer. Perhaps, the students did not like to be burdened by many assignments. Besides, the aim of RAFT strategy was
actually to develop students ’ ability and creativity in writing. On the other
hand, 19 students or 63.3 felt that learning writing was easier than before and it indicated that the implementation of RAFT strategy was successful, and also
30 students or 100 were more motivated in learning writing. The students’
positive response also seen in two questions; there were 17 students or 56.7 agreed that RAFT strategy used by the teacher to help the students to write, and
23 students or 76.7 agreed that RAFT strategy could generate stu dents’ idea
easier. Therefore, there were 19 students or 63.3 disagreed that RAFT strategy could help them solve their problem in writing.
Related to the writing exercise, 21 students or 70 felt that they could do writing exercise easier. Then, 28 students or 93.3 agreed that the teacher
gave big opportunities to them to ask questions and 25 students or 83.3 realized to use the opportunities. The last was there were 16 students or 53.3
did not think that RAFT strategy improve their writing skill. From the result questionnaire above, the students could not easily adapt with the new
improvement in their class, so they thought that the strategy applied by the writer was not suitable for them but they thought that the teaching and learning
writing was better than before. Therefore, the result of the test was not in line with the students’ answer because the data from the test showed a positive
improvement toward students’ descriptive writing score.
B. Data Interpretation
In action research, as a researcher we should not rely on a single data but we have to look other data sources to sustain the result of the research. The kind
of the action is known as Triangulation. Triangulation is used to check whether the result of an instrument has the same result with other instruments. Therefore,
the researcher could prove that the research findings are valid.
1. Observation Data
Based on the observation of students’ participation and performance done
in writing class through observational notes and from the experience had by the writer, the students in VII A became more active and they could participate in
writing activities from the first cycle to the second cycle. Although at the first time many of the students did not pay attention to the teacher explanation about
RAFT material, so the teacher had to repeat several times until the students understood the concept, but they did the exercise well. Moreover, during the
teaching learning process, the students found some difficulties related to writing descriptive paragraph. The difficulties were including vocabulary, grammar,
spelling, and punctuation. They were also hard to develop the idea. When the students found a problem, they tried to solve it by asking to the teacher.
Moreover, to know the students’ improvement in each meeting, the writer asked her peer who taught the same subject to record students’ participation in class.
The result of the students’ observation checklist was good. In the first and second
meetings, there were some indicators signed with “Poor” and “Fair” score, so the writer had to find a solution to solve the problem in this case the writer did
another cycle. Therefore, in the last meeting, there were only “Good” and “Very
G ood” scores, it indicated that the students’ response toward teaching and
learning writing using RAFT strategy was better than before.
2. Questionnaire Data
The data from the pre-questionnaire revealed that students were comfortable with the teaching and learning process before the implementation of
RAFT strategy. On the other hand, in the post-questionnaire, the students agreed with some questions that RAFT strategy helped them to write in English, yet in
the other questions they disagreed. Perhaps, the students were confused at that time because there were only two questions; yes or no
or they saw their friends’ answer even though the writer avoided them to do so. Therefore, the writer had
read aloud and explained each question to the students before they answered individually. In short, based on the number and the percentage of each question,
