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full comprehension. 3.
Frequent errors in spelling or punctuation; lead sometimes to obscurity. 2.
Errors in punctuation or spelling order so frequent; reader often has to rely on own interpretation
1. Errors in punctuation or spelling order so severe as to make comprehension virtually
impossible
Fluency style and ease of communication
6. Choice of structure and vocabulary consistently appropriate; like that of educated native
writer. 5.
Occasional lack of consistency in choice of structure and vocabulary which does not, however, impair overall ease of communication.
4. „Patchy‟, with some structures or vocabulary items noticeably inappropriate to general
style. 3.
Structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease if communication
2. Communication often impaired by completely inappropriate or misused structures or
vocabulary items 1.
A „hotch- potch‟ of half-learned misused structures and vocabulary items rendering communication almost impossible.
Form organization
6. Highly organized; clear progression of ideas well linked; like educated native writer.
5. Material well organized, links could occasionally be clearer but communication not
impaired 4.
Some lack of organization; re-reading required for clarification of ideas. 3.
Little or no attempt at connectivity, though reader can deduce some organization. 2.
Individual ideas may be clear, but very difficult to deduce connection between them. 1.
Lack of organization so serve that communication is seriously impaired.
SCORE: Grammar : Vocabulary :
Mechanics : Fluency :
Form :
TOTAL :
E. Data Analysis Technique
The researcher intended to answer the problems formulated and relate theories in Chapter II. Since the researcher employed qualitative and quantitative
instruments to gather the data, the researcher used the qualitative and quantitative technique to analyze the data. The researcher used data triangulation to analyze
49 the data obtained in this study. According to Johnson and Christensen 2010,
“Triangulation is the use of multiple theories and perspectives to help interpret and explain the data” p. 268. The researcher used “data triangulation” which
was offered by Johnson and Christensen 2010. Furthermore, Johnson and Christensen 2010 state that
data triangulation is “the use of multiple data resources to help understand a phenomenon” p. 266. In other words, the use of
data triangulation has its purpose to help the researcher analyze the severals data and interpret them in the form of research report writing. Moreover, as stated by
the researcher before this research employed several data form both qualitative and quantitative. Fraenkel and Wallen
2009 state, “Triangulation was achieved not only by comparing teacher interviews, student interviews and observations
but also by comparing these with the quantitative measures of classroom interaction and achievement.” p.561. Hence, in order to make the data of this
research more accurate and valid, the researcher needed the data triangulation. The researcher analyzed the observation checklist and also the field notes
which were made based on the real situation of the teaching-learning process in the classroom. The researcher used the qualitative method to analyze the
observation checklist, field notes, and also the interview result. The researcher used the descriptive form to present the results of three instruments. Meanwhile,
the questionnaire and students‟ draft in writing were analyzed using quantitative method.
The researcher used the numerical form to present the results. For the questionnaire data, the researcher used the scale item for the questionnaire. The
50 questionnaire analysis would use the quantitative method. The researcher would
find the frequency of points of agreement for each categories item in the questionnaire then calculated the mean score of it. Afterward, the researcher also
conducted an interview to 5 participants in order to get detailed information of the implementation. The data taken from the interview would be used to analyze
with the other data. The last data gathered was the students‟ drafts in writing narrative texts.
The students‟ drafts were conducted by the students three times in two cycles. In the first cycle, the students would conduct the first group drafts and the first
individual drafts. Then, in the second cycle, the students would conduct only the second individual draft. Each student‟s drafts were assessed by using the scoring
rubric as presented in the research instruments above. Thus, if the st udents‟
scores in the first cycle were better than their writing ability in the preliminary study, also if the students‟ scores in the second cycle were better than their scores
in the first cycle, the researcher could conclude that the students make good progress.
The progresses of the students‟ writing skill were identified based on the
criteria items of the scoring rubric as mentioned in the research instruments. The researcher checked the students‟ progress in writing skills through the criteria of
the scoring rubric includes their grammar, vocabulary, mechanic, fluency, and also the form organization of their drafts. From the analysis result of the
students‟ drafts, the researcher was able to conclude whether the use of picture series could help the students to improve their writing skill or not.
