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past tense in narrative writing. The interview was held outside the class after the implementation.
E. Data Gathering Technique
The researcher obtained the data by evaluating the students‟ writing
products from the preliminary study until the second cycle. The researcher counted the
students‟ errors of simple past tense in each sentence and gave scores for their writing products. It aimed to figure out whether the teacher
‟s feedback could improve the stud
ents‟ accuracy of simple past tense in narrative writing or not.
The second instrument was observation sheet. The researcher was helped by two observers to observe the situation in the classroom during the
implementation. From the observation sheet, the researcher could figure out what happened in the teaching learning process.
The next instrument was field note. The field note described the real situation and
students‟ behavior in detail during the implementation. From field note, the researcher could figure out what things the researcher did not see during
the implementation. The researcher also used questionnaire as the instrument. The
questionnaire was distributed to the students in the end of the second cycle. It aimed to obtain the stude
nts‟ opinions about the use of teacher‟s feedback to improve the studen
ts‟ accuracy in narrative writing.
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The last instrument was interview. The researcher did the interview outside the class after the implementation. The researcher took six students
randomly to be interviewed. The researcher did interview to gain deeper information about the
students‟ feelings, suggestions or opinions during the implementation. Besides, the researcher intended to figure out the stude
nts‟ opinions whether the teacher
‟s feedback could help them improving their accuracy of simple past tense in narrative writing or not.
F. Data Analysis Technique
The researcher asked the students to submit their writing products in each cycle and analyzed them at home. The researcher used scoring criteria from LKS
Lembar Kerja Siswa which is always used by the English teacher in SMAN 1
Depok. There are five aspects in the rubric which are grammar, organization, clarity, diction and communicative purpose. Since the focus of the research was
simple past tense so the researcher modified the grammar aspect. The researcher counted the
students‟ errors of simple past tense in each sentence. The students were asked to write 10 sentences. Every correct verb was given 0.4 score so the
maximal score for grammar aspect was 4. The researcher gave 0 score if the spelling was wrong. The researcher also gave 0 score if the tenses are not
appropriate. The researcher summarized the analysis in the descriptive form. The
researcher also used questionnaire and interview to know further about the students‟ opinions about the use of feedback. From those instruments, the
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researcher could gain the information whether the feedback helped the students or not in improving student
s‟ grammar accuracy of simple past tense. The researcher would analyze the data in percentage, and score description.
There were 2 criteria of successful in this research: 1. The
students‟ error percentage of simple past tense decreased from preliminary study until second cycle.
2. More than half of the students in the class could pass the KKM Kriteria
Ketuntasan Minimal which was 6.5.
G. Research Procedure
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