Research Setting Data Analysis Technique

41 at why the focus is important and what types of information about his her practice would help bring into “focus” the area being analyzed” p.51. Furthermore, the term of “peer review” Norton, 2013, p. 143 emphasizes on the method of peer- observer. According to Norton 2013, “A peer review evaluation is the method of having one or more teachers evaluates a teacher‟s performance. The term peer implies that the evaluator will be an individual who has similar teachi ng responsibilities as the teacher being evaluated” p. 143. Therefore, the researcher asked for help from the English teacher of class VIIF SMP Negeri 10 Surakarta and also a student of English Language Education Study Program ELESP of Sanata Dharma University.

2. Field Notes

Field notes are used to know the teaching-learning process during the implementation. The researcher uses field notes as the tool to help the researcher to reflect on the condition of teaching-learning process. Therefore, the researcher thinks that field notes are helpful to reflect the implementation. The same view is also emphasized by Tomal 2010 who states that field notes are very useful because the researcher could collect the information by observing the phenomena in its natural setting, such as a classroom or school. Through the field notes, the researcher gets the report of the observation and the reflections about whether the teaching and learning process is done well or not. In this research, the researcher asked for help to the class teacher and one student of ELESP of Sanata Dharma University to make the field notes based on their observation during the implementation. 42

3. Questionnaire

In this research, the researcher employed questionnaire as one of instruments to obtain the data. The researcher distributed questionnaires to all students of class VIII F. According to McKay 2002, a questionnaire is a set of written questions that deal with particular topic. There are three types of questionnaire according to Burns 1999: closed items, scale items, and also open-ended items. The form of the questionnaire which is employed in this research was scale items. The researcher made the questionnaire items through presenting statements which needed response in the form of agreement and disagreement. The respondents give the responses based on the agreement and disagreement of the questionnaire items using Likert scale. McDonough and McDonough 1997 say, “One familiar type, the Likert Scale, presents not questions but statements and asks for degrees of agreement” p.176. Furthermore, the researcher also employed the central tendency to analyze the questionnaire result. Brown and Rogers 2002 state, “Central tendency, the trend of a set of numbers that clusters around a particular value, is a convenient way if summarizing data of nominal categories such as Likert scale” p.74. Moreover, Boone 2012: 12 states that: Likert scale data are analyzed at the interval measurement scale. Likert scale items are created by calculating a composite score sum or mean from four or more items; therefore, the composite score for likert scales should be analyzed at the interval measurement scale. Descriptive statistics recommended for interval scale items include the mean for central tendency. 43 According to the statement, the researcher aimed to use the nominal data which would be measured using the mean of central tendency and categorized using the interval scale. The results would be presented in the form of description. Therefore, the researcher employed the table as the form and the formula to measure the data as follow: Table 3.2 Table Result of Questionnaire No. Statements Frequency of Points of Agreement Central Tendency 1 2 3 4 N Mn N = Number of respondents Mn = Mean The formulation to get the mean score of the data: X = n x points of agreement x = the total scores n = number of the respondents who answer the certain statement Mn = = The total of all scores In the data analysis, the researcher used three kinds of criteria because there were three different topics in the questionnaire. The following table shows the list of the criteria: Table 3.3 Table of Criteria of Total Mean Score Topic Range Meaning 1 5.00 – 8.75 8.76 – 12.50 12.51 – 16.25 16.26 – 20.00 Useless Less useless Useful Very useful 2 6.00 – 13.50 Very low 44 13.51 – 21.00 21.00 – 28.50 28.51 – 36.00 Low achievement High achievement Very high achievement 3 4.00 – 7.00 7.01 – 10.00 10.01 – 13.00 13.01 – 16.00 Very low Low High Very high

4. Interview

In this instrument, the researcher collected the data orally with the students. Cannel and Kahn state the definition of interview as follows: “The research interview has been defined as „a two-person conversation initiated by the interviewer for the specific purpose of obtaining research- relevant information, and focused on context specified by research objectives of systematic descripti on, prediction, or explanation” as cited in Cohen, et al., 2000, p. 267. To obtain the data which could not be seen orally, the researcher employed interview as one of the instruments. This instrument was used to support other instruments which had the written result. Patton states: “We interviewed people to find out from them those things we cannot directly observe. We cannot observe feelings, thoughts, and intentions. We cannot observe behaviors that took place at some previous point in time. We cannot observe how people have organized the world and the meanings they attach to what goes on in the world. We have to ask people questions about those things” as cited in Fraenkel Wallen, 2009, p. 446 Moreover, according to Cohen, et al. 2000, p.268, there are three purposes of conducting a research interview. First, it can be used as the principal means of gathering information of the research objectives. Here, the researcher could measure what the students know, what the students like and dislike, and 45 what the students think toward the specific purpose which was being obtained in the research. Second, interview can be used to test the hypotheses or to suggest the new one, also as an explanatory tool to help identify variables and relationships. Third, interview can be employed as the combination with other me thods in research undertaking. Moreover, Kerlinger states, “Interview might be used to follow unexpected results or to validate other methods, or to go deeper into the motivations of respondents and their reasons for responding as they do” as cited in Cohen et al., 2000, p.268. In this research, the researcher used interview to get the validity of questionnaire. Interview was used as the convincing instruments of the questionnaires‟ result. It means that the researcher got the data from questionnaire and then followed by checking the validity of the answers or responses the researcher used interview. In conducting the interview, the researcher needs the respondents. According to Cohen et al. 2000, there are several factors that can be used as the consid erations to choose the respondents. One of those factors is “the respondents‟ level of education” p. 274. Therefore, in this research, the interview involved five students of class VIII F. The students were chosen based on the level of education. The researcher used the scores of the students‟ drafts in cycle two to choose the students. Two of the students were chosen because they had low ability in the writing narrative text since their drafts‟ results did not reach the passing grade. Whereas, other two of the students were chosen because they had high ability in writing narrative texts since their drafts‟ results in cycle 46 two reached the passing grade. One of the students was chosen since the score was slightly over the passing grade. The researcher conducted this interview in the form of “semi-structured interview”. According Fraenkel and Wallen 2009, semi-structured interview is a type of interview which its form is verbal questionnaire. It is explained that, “Rather formal, it consists of a series of questions designed to elicit specific answers from respondents” Fraenkel Wallen, 2009, p. 446. Moreover, Fraenkel and Wallen explain that this type of interview is considered as the best type conducted in the research. “…as they tend to shape responses to the researcher‟s perceptions of how things are. They structured and semi-structured interviews are most useful for obtaining information to test a specific hypothesis that the researcher has in mind” Fraenkel Wallen, 2009, p.46. Therefore, the researcher chose semi-structured interview in order to obtain information which support the results of other instruments.

5. Students’ Drafts

The students‟ drafts became the major source of the data in this research. According to Burns 1999, students‟ drafts as determined as students‟ written texts is a source of documents readily available to all language teachers. Students‟ drafts which were done both individually and in group would be the major data of this research. The researcher asked each student to make two individual drafts and two group drafts of writing narrative text during the whole research. Burns 1999 states that the students‟ writing texts help the researcher assess their progress in writing. Thus, the researcher used the students‟ drafts to 47 get more detailed information of the improvement of students‟ writing skills in composing narrative text. Therefore, to know the improvement of the students writing skill and to know the problems encountered during the implementation, the researcher used writing scoring rubric. This scoring rubric was used to assess all of the srudents‟ writings of this research. The following is the scoring rubric which was used in this research, taken from Anderson as cited in Hughes 1989, p. 91-93. Table 3.4 Analytic Scoring Rubric for Writing Ability Grammar 6. Few if any noticeable errors of grammar or word order. 5. Some errors of grammar or word order which do not, however, interfere with comprehension. 4. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension. 3. Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader‟s part. 2. Errors of grammar or word order very frequent; reader often has to rely on own interpretation 1. Errors of grammar or word order so severe as to make comprehension virtually impossible. Vocabulary 6. Use of vocabulary and idiom rarely if at all distinguishable from that of educated native writer 5. Occasionally uses inappropriate terms or relies on circumlocutions; expressions of ideas hardly impaired 4. Uses wrong or inappropriate words fairly frequently; expressions of ideas may be limited because of inadequate vocabulary. 3. Limited vocabulary and frequent errors clearly hinder expressions of ideas 2. Vocabulary so limited and so frequently misused that reader must often rely own interpretation 1. Vocabulary limitations so extreme as to make comprehension virtually impossible. Mechanics 6. Few if any noticeable lapses in punctuation or spelling 5. Occasional lapses in punctuation or which do not, however, interfere with comprehension. 4. Errors in punctuation or spelling order fairly frequent; occasional re-reading necessary for 48 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. 51

F. Research Procedure

This section describes the procedure of this research. There are three parts which are discussed in the research procedure, namely the conducting of preliminary study, asking for the research permission, and conducting classroom action research.

1. Asking for Research Permission

There were several procedures in acquiring the research permission. Firstly, the researcher went to SMP Negeri 10 Surakarta and met the vice principal for the curriculum department. The researcher asked for permission to conduct a classroom action research in this school. Afrer the short meeting, the researcher asked the secretariat of English Language Education Study Program to make the permission letter for using the school. After the letter was signed by the chairperson of English Language Education Study Program, the researcher gave the letter to the vice principal for the curriculum department. The researcher submitted the proposal of her research and conducted this study in accordance with the schedule having been.

2. Conducting a Preliminary Study

In order to identify the problem that occurred in class VIII F of SMP Negeri 10 Surakarta, the researcher conducted a preliminary study. In the preliminary study, the researcher made an observation to the students. Hence, the researcher distributed the questionnaires, to all of the students in order to get more information on their problems . The researcher also collected the students‟ written text in the preliminary study. After doing the preliminary study, the researcher 52 found what the problems were, the researcher had meeting with the English teacher class of VIII F and decided to teach narrative texts as the material. The researcher read some literature as the references to overcome the problems faced based on the results of the observation, questionnaire, and the students‟ written texts. The researcher decided to use picture series to improve students‟ writing skill in composing a narrative text.

3. Conducting Action Research

In this research, the researcher conducted a classroom action research. The researcher took several steps. First of all, she made lesson plans in implementing picture series as the media to improve students‟ writing skills in composing the narrative texts. To prepare the instruments needed in this research, the researcher made students‟ handouts, students‟ worksheets, observation checklists, field notes, questionnaires, and also interview guidelines. Afterward, the researcher conducted the first cycle on April 24 th and April 29 th , 2014. The second cycle was conducted on May 13 th ,2014. In each cycle, the researcher implemented four different sets of picture series. Two sets of picture series which were implemented in the first cycle were entitled Three Little Pig and The Greedy Dog . The students made individual drafts using these two picture series. Meanwhile, two sets of picture series which were implemented in the second cycle were Cinderella Story, done as a group task for the students and Thee Rabbit and the Tortoise, done as the individual tasks for the students. In the end of each cycle, the researcher asked the students to submit their drafts to see their improvements. 53 In conducting the research, the researcher needed help from two “peer- observers”. They were one student of English Language Education Study Program Sanata Dharma University and an English Teacher of SMP Negeri 10 Surakarta. The researcher asked them to do the observation and to make the field notes. In the end of each cycle, the researcher distributed questionnaires to gain the information whether picture series improve their writing skills in composing narrative texts. Besides, the researcher conducted the interview to 5 students. It means to obtain the more detailed inform ation about students‟ opinions and experiences toward the implementation of picture series in the teaching-learning process. Finally, the researcher analyzed the data and gained the results. The researcher also reflected what worked well and what did not. The first cycle would be used as the consideration to plan the actions in the next cycle. From all of these steps, the researcher could draw a conclusion that the picture series could help students in VIII F Class of SMP Negeri 10 Surakarta to improve their writing skill in composing narrative texts. 54

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter will present two major parts: the preliminary study and picture series techniques as a new strategy. In the second part, it will be elaborated into the implementation of picture series in cycle one, the implementation of picture series in cycle two, and also lesson learned after the implementation of picture series technique to improve students‟ writing skills. This chapter presents the research results and discussion in implementing the picture series to improve students‟ writing skills in composing narrative text. The research was conducted in two cycles. The first cycle was applied in two meetings and the second cycle in one meeting. They were conducted on April 24 th , April 29 th , and May 13 th , 2014. A. The Preliminary Study In this section, the researcher presented the information she got in the preliminary study. The preliminary study was conducted before the implementation of the picture series technique in cycle one. The preliminary study or reconnaissance was conducted in order to get the information of the class situation so that the researcher was able to make the self-reflection and planned the next preparation to improve the classroom practice Mills, 2011. The researcher did the preliminary study in class VIII F of SMP Negeri 10 Surakarta in the academic year 2013 2014 on April 15 th , 2014. In the preliminary study, the researcher used students‟ drafts as the main data. The researcher also 55 employed writing scoring rubric and questionnaire. The scoring rubric was used to assess students‟ writing, while the questionnaire was used to obtain the information of students‟ perception toward the teaching and learning process. In conducting the preliminary study, the English teacher gave permission to the researcher to observe her class. The material which had to be taught was writing a recount text.

1. Classroom Activities in the Preliminary Study

The teacher started the class by greeting the students and checking the attendance list. The teacher, after that, reviewed in the elements of recount, generic structure, and also language features. After reviewing the material, the teacher asked the students to do assignments in the LKS about translating new vocabularies which were found in the sample recount text. After that, the teacher invited the students to check the answer together. The next activity was individual writing task. The teacher asked the students to compose the recount texts. In the middle of the writing activity, the teacher saw that some students did not do their own work. They asked other students about some words which they did not know. The teacher also saw that some students got difficulties to start writing the text. Some of them also asked the teacher about the use of verb 2 in their sentences. Because of the English teacher did not ask the students to bring their dictionaries, the students faced the limited English vocabularies. The students also got difficulties in organizing the idea. Apart from that, the students found difficulties in applying the past tense verbs, particularly in the use of verb 2 in