elements of the short
story of all elements
characters, settings, plot, and
theme is logical b They are well
organized; c Effective
orientation paragraph,
events are stated leads to
complication; d Supporting
evidence given for resolution.
all elements of the short story is
somewhat logical b They are
organized but misses theme;
c Orientation; complication,
events and resolution of the
story are acceptable;
d Some evidence may be lacking of
some ideas that
aren’t fully developed.
organization of the elements
interfere logic; b They are less
conflict and theme;
c Mediocre or scant orientation;
problems with order of ideas in
complication and events;
d The resolution may not be fully
supported by the evidence given.
effort at organization of
elements of the story;
b The story lack of plot and theme
c Shaky or minimally
recognizable orientation;
complication can barely be seen;
severe problems with ordering of
events; d Resolution is
weak or illogical;. not made any
effort to organize the
composition could not be
outlined by reader;
b Most elements of the
story are not available;
c Absent of orientation or
resolution; no apparent
organization of complication;
d Severe lack of evidence for
events.
5. Sentence style, quality
of expression,
and word choice
a Precise vocabulary
usage; b Good order of
words c Use of parallel
structure; d Expression is
concise; a Good
vocabulary; b Adequate order
of words; c Sentence style
is not wordy; d Expression is
fairly concise a Some
vocabulary misused;
b Not really good order of
words c Sentences
may be too wordy;
d Expression is less concise ;
a Problems in vocabulary;
b lack orders of words;
c Lack variety of sentence
structure; d Expression is
redundancy a
Inappropriate use of
vocabulary; b Poor order
of words; c No sentence
variety; d No concept
of good English expression
2. The Analysis of Qualitative Data
In the pre-research, the in-depth interview technique was used for obtaining the data about problems in the writing class related to students
‘ skills and class learning situation. It started with interviewing a colleague whether he
had the same problem in teaching writing. After all problems had been discussed, the researcher then formulated the main problems and solution that could be done
by the teacher. After teaching observation, the findings were analyzed to reveal
weaknesses of the teaching technique. It covered the writing skills of students and
classroom situation when the technique was applied. The result of analysis was used to construct the next cycles of the classroom action research.
In the cycles of the research, the analysis of qualitative data were done using constant comparative method as stated by Glaser and Strauss 1980: 105-
113 and Moleong 1999: 210. The process was as follows: a. Comparing incidents applicable to each category
While coding for a category, the researcher compared an incident with the previous ones in the same and different groups encoded in the same categories,
including: a students‘ writing skill, and b class situation. b. Integrating categories and their properties
In this process, the researcher compared incidents with other incidents classified into the same category then compared them to the primitive versions
of the rules properties describing the category. The researcher compared each data of the research from the pre research data to the implementation of action
ones. c. Delimiting the theory
The researcher developed findings and related them to the previous theories. Delimiting began to occur at the level of the theory or construction because
less modification was required as more and more data are processed. d. Writing the theory
In this stage, the researcher constructed theories based on the result of the research findings. The construction of theories was better if those were
suggested by the previous related ones. The writing theory related to the
previous categories, including: a students‘ writing skill, and b writing class
situation. The steps of data collection and analysis in this action research could be seen
as the table below:
Table 3.2: Research Data Collection and Analysis
Steps
Data Collection Analysis
Target Data
Quantitative Qualitative
Quantitative Qualitative Quantitative Qualitative Quantitative Qualitative
P re
resea rc
h
Questionnaire a.Observation
b.Interview Descriptive
statistics Constant
comparative method
Students a. Teacher
b. Colleague Questionnaire
report a. Field notes
b.Interview transcripts
P la
nni ng
stage
Document analysis
Constant comparative
method School
documents a.Lesson plan
b. time table
A cti
on stage
Direct observation
Constant comparative
method Students
Teacher ’s
diary
O bs
er vati
o n s
tage
Audio visual observation
Constant comparative
method Teacher
Students a. Field notes
b. Photo documents
R efl
ec tion
stage
a. Students ’
Portfolio test b.Questionnaire
Interview Descriptive
statistics Constant
comparative method
a. Students’
test sheets b. Students
Colleague a.Test scores
b.Questionaire reports
C olleague’s
comments
P os
t resea
rc h
Document analysis
Constant comparative
method Teaching
documents School
documents: Final draft
of lesson plan
The final condition hopefully got better by improvement of students skills, i.e. students were easy to express ideas, were able to write without grammar
mistakes, to apply correct spelling and punctuation, to organize elements of a short story well, and to use good expression and sentence styles, and word
choices. Another improvement was about the classroom situation when teaching- learning process takes place. Hopefully students would be inspired by pictures and
instrumental music media, were motivated to work on activities, paid more attention to the tasks, were enthusiastic in doing writing strategies, and were
interested in a dynamic technique. The improvement could be proved from students
‘ achievement scores. The initial condition before action research, the mean score was 62.78 and hopefully it would increase to 64.
F. Schedule of the Research
