P : Percentage of Students’ Improvement
y : Pre- test Result y2 : Post-test 2
The data gathering through interview is analyzed by presenting the description of the result of interview.
F. The Validity of Data
According to Heaton, stated that : “The validity of the test is the extent
to which it measures what it is supposed to measure and nothing else. Every test, whether it is a short, informal classroom test or a public examination,
should be as valid as the constructor can make it. The test must aim to provide a true measure of the particular skill which is intended to
measure “.
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Therefore, a test is said to be valid when it actually measures what it is intended to measure.
Validity is crucial to fair and meaningful writing assessment. In constructing the instrument, the writer considered the validity of the test.
There are 3 instruments that the writer used in this research, they are: observation notes, interview and test pre-test and post-test. To make those
instruments become valid, it has been approved by the real teacher on this research
– Mr. M.Irfan, S.Pd. It can be seen by his sign on the observation notes and the sheet of interview result. To valid the result of the test, the writer
asks for the real teacher or the observer to analyze it together. Thus, this research is a collaborative research. The writer analyzes the test result based
on the suggestion of the real teacher. He also knew about the result of the test, therefore the test is become valid.
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Heaton, J. B., Writing English Language Test: Longman Handbook for Language Teacher, New York: Longman, 1975.p. 116
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CHAPTER IV RESEARCH FINDINGS
This chapter presents the result of research. In this case, it discusses the way to improve
students’ writing ability of recount text through picture sequences
at tenth grade of MA Darul Ma’arif at the first semester 20102011 academic year.
Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation of the action, and discussion
of all the data after implementing the action.
A. Before Implementing the Action
There are three parts related to before implementing the action. Those are pre interview, pre observation, and pretest. Those explanations as following:
1. The Result of Pre Interview
Pre interview conducted in this study was the unstructured interview. It was held on Wednesday, November 10
th
2010 started at 09.00 A.M and finished at 10.00 A.M. Here, the writer asked to the teacher some questions.
The questions were divided into three categories of questions, they are: the general condition in English class especially in writing class, the difficulty
faced by students and their participation, and the strategy used by the teacher in writing class.
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First category discussed about the general condition in English class especially in writing class. The teacher said that most of students who did not
like English class, they gained low competence in English. In writing class,
the teacher used some activities like grouping, fill in the blank, arrange the words into a good sentence, and arrange the sentence into a good paragraph
and so on. The media used was text which relevant to the topic. Moreover, the teacher stated that most of them were hardly to pass the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal KKM, especially for writing subject. The second
category discussed about the students’ difficulties in writing ability. It related to their difficulties in generating ideas and organizing
into paragraph and choosing the words. Consequently, the students got boredom in writing class and students’ participation in writing class was not
too active. The teacher had given sufficient time for students to write a text, then they were asked to adjust their writing with the theme and schematic
structures which had explained previously by the teacher but they still did not understand how to write it correctly. They got difficulty to choose the words
and to express their ideas. The third category is related to the teacher’s strategy in teaching
writing previously to solve the students’ difficulties in writing ability. It was
found that the teacher often took the writing materials from students’
handbook called LKS and the English text book served by the school. The teacher said he ever had used group work but in fact, only students who gained
high score did the task actively rather than the other lazy students. Up to now, the teacher had been looking for an alternative way to teach writing. The
teacher said that he has never used picture sequences in writing class. He assumed that picture sequences could be an effective instructional media in
teaching writing because it could facilitate the learning. It was good to help generate the ideas. So, it might be able to improve students’ ability in writing.
It is compatible with kind of text such as recount text.
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2. The Result of Pre Observation
Pre observation was conducted to observe the process of teaching learning in writing activity before implementing the action. There
consisted of 40 students in the class. The pre-observation was conducted on the 10
th
and 11
th
November 2010. It was started at 10.30 A.M and finished at 12.00 A.M. In general, during the teaching learning process in
the classroom, the teacher liked to dominate the class. Hence, there was less opportunity for students to be active in the class. Next, the teacher
merely asked the students to write a recount text, before that they had to make it in Bahasa Indonesia first then translate it into English. After that,
the students performed their works in front of the class to read their writing task. When the teacher asked students to perform in front of the
class, they seemed not to have motivation , some of students didn’t pay
attention to their friend who read the task in front of the class; other students were yawning and talking with their friends. Moreover most of
them were hardly to finish the task. In other words, they could not finish the work on time because they had to make it in two languages and the
teacher often ignored that behavior. Instead, he asked students to continue the task at home. Furthermore, as the teacher was explaining the generic
structure and language features of the recount text most of students did not care of the teacher. Consequently, the students could not adjust their
writing with the schematic structure of the story because of their difficulties in comprehending the material.
3. The Result of Pre Test
The pretest had done before the Classroom Action Research CAR. It was conducted on Monday, November 15
th
2010. It started at 06.30 a.m. The students had to write down a recount text with a given title.
Based on the result of the pre test, the data showed that there were only 5 students who derived the score above KKM, meanwhile the other
35 students were below that criterion. The lowest achievement gained
