c. Interview
This technique is used to supplement the data needed which are not covered by two techniques previously, such as the reason why the
teacher used the technique of teaching writing selected by him, and the background of his study. This technique was used to interview a
teacher of “MAN 2 Kota Bogor”.
6. The Place and Time of Research
The research was held at the eleventh year students of “MAN 2 Kota Bogor”, which is located at Jl. Padjajaran no. 6 Bogor, West Java.
The research was carried out on October 5 up to December 8, 2007. On October 5, 2007, the writer asked permission with the headmaster to do
research. On October 11, 2007, she continued her research to observe the teaching writing process. On November 19, 2007, she continued her
research interviewing with the English teacher. On November 23, 2007, she continued her research to give the writing test to the student. On
December 5, 2007, she continued her research to discuss the students’ writing with her and explained the error made by the students.
7. The Technique of Data Analysis
The raw data obtained through observation, written test and interview, are analyzed in some ways as shown below:
a. Data from the Observations
The data analysis is conducted by arranging the data which is obtained systematically, this is done to make it easier for the writer to
write the research report. As the writer had observed, the process of teaching writing in
XI year of “MAN 2 Kota Bogor” is appropriate with the standard
competence and based competence of writing skill. It is shown from the material that the teacher gave to the students and also the process
of teaching learning. The material used by the teacher was related to the genrediscourse. Also the process of teaching learning was students
centered. He didn’t dominate in class, he tried to make the students active and practice the language in class. For example, he taught past
continuous tense in the form of narrative text, he asked the students opinion in the material that was discussed, and he made the students
practice it directly. The teacher taught the genre in detail. He explained the
grammatical pattern, the schematic structure, and gave the example of the genre. To see the students’ comprehension, he discussed, revised,
and analyzed it in class with the students. Also he tried to make them to produce a writing or text.
The teacher taught the English language skills listening, speaking, reading and writing appropriately. But when the writer
observed, she viewed that the teacher were less to teach the English language component, such as grammar, phonology, morphology the
study of how words are put together, syntax sentence structure, and semantic meaning. See appendix
b. Data from the Written Test
The data gain from the written test is analyzed by using data Percentage Table Tabel Persentase. According to Anas Sudjono,
Percentage Table is “Tabel Distribusi Frekuensi Relatif juga dinamakan Tabel Persentase. Dikatakan “Frekuensi Relatif” sebab
frekuensi yang disajikan disini bukanlah frekuensi yang sebenarnya, melainkan ferekuensi yang dituangkan dalam bentuk angka
persenan”.
128
128
Anas Sudjono, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2005 p. 42.
His idea may be approximately turned into English as follows: Distribution Table of Relative Frequency is also named table of
percentage. It is called “Relative Frequency” because the frequency which is stated here is not the real frequency, but it is a frequency
which is cited in percentage number form. Hence, she makes the table of percentage from the frequency of
information and it is divided the number of students. Its formula is:
f p =
X 100 N
f = frekuensi yang sedang dicari persentasenya error
N = jumlah frekuensibanyaknya individu total error p = angka persentase percentage
129
See appendixes
c. Data from the Interview
Kategori