Research Procedure RESEARCH METHODOLOGY
33 to suggest and recommend tips and reflected the
DOs and DON‟Ts in learning based on what they have experienced so far.
The third topic was ‗reflection on children story‘. In this topic, the students
were shown children stories in forms of videos in class. After that, the lecturer opened discussion in general regarding to those stories. As the assignment, the
students were asked to choose any children story to be used in their reflection. They wrote about that particular story they have chosen and related it to their own
experiences. As the result, in their writings under this third topic these students deliver the messages and values of the stories which have been related to their
own opinion. The fourth topic was ‗homily based on the Bible‘. This last topic is closely
related to their future profession. The lecturer asked them to choose any reading for Holy Bible and arrange a reflection in forms of written homily. Under this
topic, these students worked freely based on how they interpret the readings, retell their related experiences and reflected them altogether.
On all four topics, these students worked with the primary structure of a writing which at least contains of an opening, the main body and closing. Ellis
2005 states that the goal of a research in Second Language is the description and explanation of L2 learners‘ competence. Therefore using the rubric for writing
proposed by Brown and Bailey 1984, the researcher assesses those written reflections. There are four main terms that Brown and Bailey 1984 emphasized
namely grammar, which here in this study is called as accuracy, logical development of idea or content, organization and diction.
34 As the result of the assessment on those writings, here is the big picture
that the researcher found as can be seen in the following figure.
Figure 4.1 Average Point Achieved by the Students in Each Category
The highest point is achieved in terms of content, followed by in terms of organization then diction. The lowest point is in terms of accuracy. Referring the
rubric, the researcher assesses the ideas and illustrations that are delivered by the students in the writing as the content. Then the results showed that these students
are able to perform the best in terms of it compared to the other terms. In the view of researcher the content of these writings are more likely good. These students
generally have ideas and issues in composing their reflection and homily. Their ideas are generally interesting and fairly well developed. There is always a story
in it. It probably gives big impact on how they manage to deliver the ideas. They put allure on the story and some went smooth. The correlation between their
illustrations and the intended topic also exist significantly. Yet, most of them still miss some points so the ideas appeared to be incomplete.
35 In terms of organization, the researcher focuses on how these students
arranging ideas. The average point in terms of organization as can be seen in the figure above represents the presence of adequate title and introduction in those
writings. It works the same with the conclusion drawn there. However, these students apparently provided lack of evidence that can support the content.
Generally, these students present minimally recognizable introduction. They also are sometimes not clear in stating the opening which gives impact to severe
problems in ordering ideas. Some of them also provide limited supporting evidence to form more solid conclusion and logic of their reflection.
While in terms of diction, these students perform fairly low average point. The researcher found that these students still misused the vocabularies. Some
registers are not suitable used in expressing their ideas. For example as what is produced by P5 in one of his writing as follows:
This example is very easy, but turns to be difficult when I am not consistency.
This student is misused the word consistency which is a noun while in his sentence, it should be a adjective.
Then as the last, in terms of accuracy which is the lowest performed by these students, the focus of assessment includes minimum requirement,
punctuation, tenses and sentence structure. There are many run-on sentences found in those writings. Some fragments also found. Errors in tenses also
appeared significantly. As can be seen in the figure, these students perform the lowest for average point in term of accuracy.
36 The detail performance of each student is presented in this following
figure. It is the smallest scope that the researcher in trying to provide in order to describe these students‘ written reflections.
Figure 4.2 Average Point of Each Student
The individual point presented in the chart has been accumulated from the points of the four writings. The researcher summed up all the four and divided
them by 4 so ended up with an average point. The average point in that way represents the performance of the writer. In terms of content based on the result of
assessment, all ten students achieve the average point between 50 and 70. Most of them even reach above 60. While in organization there is less than four who reach
50 and above. In term of diction, all of them achieve the average point between 44 and 71. Then for accuracy, among ten students, there is only one who achieves
more than 70. Other three are in between 50 to 59 and the other six are below 50. One out of the six even is below 40.