116 McDonough, J. McDonough, S. 2014. Research methods for English
language teachers. Abingdon, OX: Routdlege.
Mckay, S.L. 2002. The reflective teacher: A guide to classroom action research. Singapore: SEAMEO Regional Language Centre.
Mills, G. E. 2011. Action research: A guide for the teacher researcher. Boston: Pearson Education, Inc.
Mulyasa, H. E. 2013. Pengembangan dan implementasi kurikulum 2013. Bandung: Remaja Rosdakarya
Nation, I.S.P. 2009. Teaching ESL EFL reading and writing. New York: Routledge.
Norton, S. M. 2013. Competency-based leadership: A guide for high performance in the role of school principal.
Plymouth: RL Education. Nunan, D. 2003. Practical English language teaching. New York: McGraw-
Hill Companies. Priyana, J., Irjayanti, A., Renitasari, V. 2008. SCAFFOLDING: English for
junior high school students. Jakarta:
Pusat Perbukuan, Departemen Pendidikan Nasional.
Raimes, A. 1983. Techniques in teaching writing. Oxford: Oxford University Press
Richards, J. 2005. Professional development for language teachers: Strategies for teacher learning.
Cambridge: Cambridge University Press. Sloan, P., Sloan, S. 2013. Early learning friends: Teacher guide. Balcatta:
R.I.C. Publications, Inc. Tiedt, I.M. 1989. Writing from topic to evaluation. Boston: Allyn and Bacon.
Tomal, D. 2010. Action research for educators. Lanham, MD: Rowmand Littlefield Education.
Venkateswaran, S. 1995. Principles of teaching English, 1E. New Delhi: Vikas Publishing House Pvt, Ltd.
Wardiman, A., Jahur, M., Djusma, M. 2008. English in focus 1: For grade VIII junior high school SMP MTs.
Jakarta: Pusat Perbukuan,
Departemen Pendidikan Nasional.
117 Zepeda, S. J. 2014. Job-embedded professional development: Support,
collaboration, and learning in school. New York: Routledge.
118
APPENDIX A
Covering letter for the Headmaster of
SMP Negeri 10 Surakarta
119
120
APPENDIX B
Research Official Statement from
SMP Negeri 10 Surakarta
121
122
APPENDIX C
Research Instruments
1. Observation Sheet
2. Field Notes
3. Writing Scoring Rubric
4. Questionnaire
5.
Interview Guide
123
1. Observation Sheet
OBSERVATION SHEET ON THE ACTIVITIES OF THE TEACHER
School :
Class :
Day :
Time :
Please give check mark v on the right column based on teacher‟s activity during the observation.
No Statements
Yes No
1. The teacher checks the students‟ readiness to follow the
lesson. 2.
The teacher gives clear instruction to the students. 3.
The teacher uses English most of the time. 4.
The teacher delivers the materials in accordance with the lesson plan.
5. The teacher manages the time well.
6. The teacher masters the material well.
7. The teacher explains the material clearly.
8. The teacher uses any media.
9. The teacher guides the students in writing narrative text
using picture series. 10.
The teacher responds students‟ questions well. 11.
The teacher gives positive reinforcement. 12.
The teacher is able to manage the class. 13.
The teacher uses clear voice. 14.
The teacher is enthusiastic in teaching the lesson. 15.
The teacher gets the students involve in teaching- learning process
16. The teacher makes reflection in the end of the lesson.
Observer, ……………………………..
124
OBSERVATION SHEET ON THE ACTIVITIES OF THE STUDENTS
School :
Class :
Day :
Time :
Please give check mark v on t he right column based on students‟ activity during
the observation.
No Statements
Yes No
1. The students are ready to follow the lesson.
2. The students understand the instruction given by the teacher.
3. The students use English most of the time to communicate with
their fellows or teacher. 4.
The students could perceive teacher‟s explanation well. 5.
The students do the task given by the teacher seriously. 6.
The students actively involve during the lesson. 7.
The students actively involve during the group discussion. 8.
The students understand the media used in the classroom. 9.
The students are enthusiastic with the use of picture series as the media.
10. The students are motivated to use dictionary to find the difficult word.
11. The students make notes during the lesson. 12. The students feel happy during the lesson.
13. The students feel bored during the lesson. 14. The students get difficulty in looking at the picture series.
15. The students get confused when do the task given by the teacher. 16. The students look enjoy when writing the text.
Observer
………………………………..
125
2. Field Notes
Field Notes
Please write down what is happening in the classroom activities during the teaching and learning process.
126
3. Writing Scoring Rubric
This scoring scale is based on Anderson‟s scale which was written in Hughes book 1989, p. 91-93
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 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
