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43 d. Documentation
The documents in the research are the sheets of observation, lesson plans, and list of students’ scores in writing task.
e. Questionnaire The questionnaire is carried out to get information from the students about
their idea about the use of e-mail in the teaching learning process of writing, to know the strengths and weaknesses of the implementation of e-
mail. f. Researcher diary.
Hughes 2000: 1 states that a researcher diary is a record of the researchers involvement in a project. The researcher diary contains
information about the researcher, what the researcher does, and the process of research. It complements the data yielded by the research methodology.
The main reasons for keeping the researcher’s diary are: 1 to generate a history of the project, the researcher’s thinking and the research process;
2 to provide material for reflection; 3 to provide data on the research process; and 4 to record the development of the research skill.
D. Data Analyzing Techniques
In this classroom action research, the researcher uses: 1. Quantitative data analysis is used to calculate the score of each student.
The students’ scores are calculated using the formula below Arikunto, 1998: 38.
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44
xSM N
R S =
Where: S = the students’ score
R = the students’ score right answer N = the maximum number of the whole answer
SM= standard score 100 After analyzing the scores of writing test, a statistical technique is used to
find out the mean score of the students. The result of the research is obtained by comparing the mean score of the pre-test and the post-test
Arikunto, 1998: 38. The formula is as follows:
N X
M
å
=
Where: M = mean score
∑X = the total score
N = number of students If the mean scores of post test is higher than that of the pre-test, it is
considered that there is an improvement in the students’ writing skill. It
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45 means that E-Mail can be used to overcome the students’ problems in
learning writing. 2. Qualitative data is to draw the conclusion from the available data. It will
be analyzed by using the Constant Comparative Method. Strauss and Glaser in Lincoln and Guba 1985: 339-344 state that there are four
stages in process of analyzing data. They are: 1 comparing incidents applicable to each category; 2 integrating categories and their properties;
3 delimiting the theory, and 4 writing the theory. Although the method of generating theory is a continuously growing process, each stage a time
is transformed into the next, earlier stages do remain in operation simultaneously throughout the analysis and each provides continuous
development to its successive stage until the analysis is determined.
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46
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This research is aimed at identifying whether utilizing of e-mail improves the students’ writing skill and to what extend the improvement is. Besides, the
researcher also aims to describe the teaching and learning situation when utilizing e-mail is applied in writing class. The research was conducted at SMK PGRI 6
Ngawi, East Java. This chapter consists of prior situation of the research, implementation of
the research, research findings, and discussion and justification. The research schedule can be seen in Table 4.1.
Table 4.1 The Schedule of the Research
1. Pre-research : Gaining base-line data
a. Observation : on August to September 2010
b. Questionnaire : October 19
th
2010 c.
Interview : October 21
st
2010 d.
Pre-test : October 26
th
2010 2.
Research implementation a.
Cycle 1: Utilizing e-mail in writing descriptive text “My Family” 1 Meeting 1: December 14
th
, 2010 presenting the material 2 Meeting 2: December 18
th
, 2010 discussing the task 3 Meeting 3: December 21
st
, 2010 writing descriptive text in group 4 Meeting 4: December 25st, 2010 writing descriptive text individually
b. Cycle 2 : Utilizing e-mail in writing procedure text
1 Meeting 1: February 8
th
, 2011 presenting the material 2 Meeting 2: February 12
th
, 2011 discussing the task 3 Meeting 3: February 15
th
, 2011 writing procedure text in group 4 Meeting 4: February 19
th
, 2011 writing procedure text individually
In more detail, table 4.1 can be described in the following section.
