Validity and Reliability of the Research

Observer A wrote: “The students were very active and everybody took a part in arranging the jumbled paragraph. Everybody wanted to arrange the text as soon as possible. However, when the teacher asked them to discuss the generic structure of the text and decide what type of text, some of groups could answer and some of them could not answer the question.” After that, the researcher and the students discussed the question together. The researcher also provided some slides about narrative texts such as the definition of narrative text, the purposes of narrative text and the language features of narrative text. The researcher did that activity because she wanted to match the students‟ knowledge in narrative text. Having some understanding about narrative text, the researcher asked the students to write a narrative text. The text consisted of ten sentences. The researcher employed picture series as the media to help the students to find the idea of their writing. The researcher gave 45 minutes to the students to finish their writing. In this activity, the students were very serious in writing narrative text. They had great enthusiasm to write narrative text. Sometimes, the students asked the researcher some vocabularies and the researcher helped them with pleasure. In the end of the class, the researcher asked the students to submit their writing product then the students could go home. 46 The percentage of error in the students‟ writing draft was counted using the formulation below: X= N x 100 10 Note: X= the error percentage in the students‟ writing N= the number of wrong sentences that the students had made 10= the maximal sentences that the students had mad the requirement The researcher brought the students‟ writing product home to be analyzed. Table 5: Scoring criteria based on LKS Lembar Kerja Siswa which is always used by the teacher to assess the students‟ writing product. Aspect Note Score Grammar Since the researcher just focus on simple past tense, she gives score 0,4 for every simple past tense verb which is correct. 0,4 comes from 4:10 4: maximum score, 10: sentence requirement Correc t verb x 0,4 Organization The orientation is perfectly well-organized 4 The orientation is well-organized 3 The orientation is slightly organized 2 The orientation is not clear 1 There is no orientation Clarity The meaning is clear and expressed effectively 4 The meaning is clear but not expressed effectively 3 The meaning is slightly clear 2 The meaning is not understandable 1 There is no meaning Diction The diction is accurate and effective 4 The diction is accurate but not effective 3 The diction is slightly accurate and not effective 2 The diction is not accurate and not effective 1 The diction is wrong Communicative purpose Clear 4 Clear enough but there is mistake 3 Difficult to understand 2 Not clear 1 Wrong Table 6: Error Correction code on students‟ writing Aspects of writing Code Meaning Organization Or Organization Vocabulary NA Not approriate WF Word form Λ Missing word ….. Word not needed ? Meaning is not clear Diction WO Word order SP SingularPrular Prep Prepotition There were many errors of simple past tense in the students‟ writing product. These are the examples of students‟ errors of simple past tense from their writing product in preliminary study: 1. Usually, I catch the ball and I get a score. Student 16 2. In the tree, there are bee‟s home. Student 10 3. The archer run away. Student 10 The first, second and third sentences were inappropriate sentences. The students should use simple past tense forms because the language feature of narrative text is simple past tense. Therefore, they had to use simple past tense forms not simple present forms. 4. We sited beside of the yard. Student 16 5. Then, Sony catched the ball. Student 22