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Then, interview is also done to find out information from the students and the collaborator about the students’ writing ability and the
implementation of collaborative writing technique in writing. The last one is questionnaire. It is given in the form of written questions with available
answers. The researcher can analyze the result of questionnaire to know the students personal problem faced in writing. The students’ personal
impression and responses about the implementation of collaborative writing technique.
Another type of data is quantitative data. The data are taken from pretest and posttest that are carried out before and after the cycles are
implemented. The result of pretest and posttest show whether the students’ writing ability in writing a descriptive text improves or not.
E. Technique of Analyzing Data
There are two techniques in analyzing data, quantitative and qualitative. To analyze the quantitative data, the researcher uses the students’ previous marks
pretest and in the end of the activity, the researcher gives the students posttest in order to know whether collaborative writing technique can improve the students’
ability in constructing a descriptive text. In scoring the students’ writing, there are five aspects to be scored; they
are content, organization, vocabulary, grammar, and mechanics. The value of each aspect ranged from 1 to 5. The maximum score of content is five, organization is
five, vocabulary is four, grammar is four, and mechanics is two. So the total score of each aspect is twenty. Thus, the final score is one hundred derived from the
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maximum score times the total score of each aspect is one hundred or the students’ individual score were computed by the using a simple formula:
Gained score x 100 Max sco
re Furthermore, to obtain more valid score, the students’ writings were
scored using inter-rater. It means that the students’ writings are scored by both teacher and his collaborator. So there are two sets of score results from teacher
and his collaborator which are used to state the significance of collaborative writing technique in writing a descriptive text whether the students’ improvement
occurs or not. The score from five aspects will help the teacher’s attention. It means that it provides the information about the difficulties that the students
encountered. The result of students’ writings is analyzed using descriptive statistics.
Here, the researcher uses a formula proposed by Ngadiso 2007: 5- 7 by comparing the mean score, and then the researcher calculates the students’ score
by using the following formula: M =
∑
Where: M= Mean the score
∑ = the total score N= number of the students
If the mean score increases, the students’ writing ability is considered improving. It means that collaborative writing technique can be
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used to overcome the students’ problem in writing a descriptive text. In analyzing the qualitative data, the researcher analyzes the
improvement of teaching learning process by using the Constant Comparative Method as suggested by Strauss and Glasser 1985: 339.
There are four stages of the Constant Comparative Method which is designed by Strauss and Glasser namely:
1. Comparing incidents applicable to each category
The process is analyzed by coding each incident in the data into as many categories as possible. The data are given the code taken from
observation, interview and questionnaire. 2.
Integrating categories and their properties The researcher compares the data which are taken during observation
and from interview and questionnaire. The researcher starts to note the relationship among the concepts then the relationship to be emerged,
therefore, it is necessary for the researcher to notice all concepts 3.
Delimiting theory When the patterns of the concept get clearer, the researcher ignores
some of the concepts initially noted but evidently irrelevant to the inquiry and reduced the categories of the theory so that the theory
becomes simpler. 4.
Writing theory Finally, the researcher arranges the research findings into words. These
steps regarded of the process of the research.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
