25 From 16 writing products, only 7 seven were done successfully and
called as finished short stories. The researcher decided to choose 7 short stories and then, it became the sample data of this research. Thus, the 7 short stories
represented the class‟ language achievement. The rest i.e. 9 nine short stories failed because the stories had not been finished yet or written in Indonesia draft.
D. Instruments and Data Gathering Technique
An instrument is a device the researcher uses to collect data Fraenkel, Wallen, Hyun, 2015, p. 112. There are some types of instruments which are
used in this research. They are performance tests, reconstruction of sample data, a tally sheet and tools.
1. Performance tests
A performance test is an individual‟s performance on a particular task
Fraenkel et al, 2015. P. 131. In this research, performance tests were involved as a main instrument. The performance tests were students‟ short stories to discover
students‟ difficulties in writing skills. There were 7 short stories which the researcher analysed.
2. Reconstructions of sample data
According to Ellis and Barkhuizen 2005, a reconstruction of sample data serves to identify the error p. 59. In this research, reconstructions of sample data
were one of instruments. Through the reconstructed version, the researcher identified which the participants‟ utterance contained errors. In the process of
reconstruction, firstly the researcher tried to reconstruct each of the samples. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26 Then, the researcher consulted an English native speaker in order get a validity of
the reconstruction texts. 3.
A tally sheet A tally sheet is a device used by the researcher to record the frequency of
student remarks Fraenkel et al., 2015, p. 120. It was helpful for the researcher to record the frequency of surface structure errors in documents efficiently. In this
research, the researcher formulated the table form as a tally sheet. A tally sheet involved in this research was adapted from Ellis and Barkhuizen‟s Analysing
Learner Language 2005. It was suggested by Ellis and Barkhuizen 2005, p. 63
to ease description of the errors. The researcher designed the table form by concerning the description of errors as well as explanation of errors. Such table
form contained 3 three main headings. Those headings were significant that 1 Surface structure description was divided into 4 four categories: omission,
addition, misformation, and misordering, which stands for superficial level based on Surface Strategy Taxonomy by Dulay et al. 1982; 2 linguistic description
was on purpose to identify what linguistic units defined the errors, which is used to describe linguistic level based on „Let the Errors Determine the Categories‟
approach by Norrish 1983; and 3 source of errors was classified into interlingual and intralingual, which was on purpose to explain the errors as the
following step of description of errors. Since then, the researcher analysed the errors found in the provided table form Appendix E. In this research, every time
the researcher finds errors, she places the correct form of the errors in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 appropriate category instead of a tally. So, it might ease the researcher to
acknowledge which errors is which in each sentence. 4.
Tools In an attempt to reconstruct the samples and gather the data i.e. errors, the
researcher was also supported by some tools. Those tools were reference books and other sources i.e. online corpura. Those references were helpful to provide
the researcher some suggestion on the reconstructed version. The data could be analysed, provided that the researcher gathered the
sample data. The sample data was gathered when the researcher was in the middle of the Internship Program as a teacher in that class. The researcher asked students
in XI IPS 3, SMA Negeri 1 Banguntapan to create a short story in pairs. The activity, writing a short story was assumed as a final assessment of narrative text.
Moreover, the students were supposed to be fully ready for the assessment because they had accepted 8 eight meetings for narrative text, and for each
meeting was 2 two times 45 forty five minutes. They were supposed to acknowledge narrative text. The activity was conducted on September 10
th
, 2015 in the classroom.
The activity was done by giving instructions to participants in order to get the documents as the sample data. The rules and instructions of the instruments
had been announced one week before. As this was a part of the assessment process, the participants were allowed to choose their own partner and open all
dictionary and notes. The participants were not able to cheat or do plagiarism. In order to avoid plagiarism, the researcher prepared unique flash cards which
