\ Avoiding negative items and not using double negatives.
The questionnaire was in the form of a checklist and an essay. There were 25 closed questions and an open question in the questionnaire for teachers.
Meanwhile, there were 26 closed questions and an open question in the questionnaire for students.
The third instrument was interview. The writer interviewed 10 students having erroneous textual features of narrative texts. Those students having the
most errors were interviewed to verify and substantiate the result of the questionnaire. Thus, the possible causes of making errors in the textual features
were revealed.
D. Data Gathering Technique
The data were gathered from the students’ narrative texts, the result of the questionnaires and the result of the interview. The students’ narrative texts were
collected from the teacher after the students submitted their texts to the teacher. The questionnaires were distributed to and collected from the students and the
tenth grade English teachers by the writer. The last data were the result of the interview to 10 students.
E. Data Analysis Technique
This study used document analysis to describe the students’ textual features and a survey using questionnaire and interview to reveal the possible
causes of the students’ most frequent errors in applying textual features of a 29
\ narrative text. The writer gained the data in the form of documents, which were
the students’ narrative texts. To gain information using documents, checklist was used Brinkerhoff, Brethower, Hluchyj and Nowakowski, 1986: 79.
There were two checklists to analyze the student’s textual features. The checklist items were derived from the theories, which are presented in the
previous chapter, by Hardy and Klarwein, by the Ministry of Education, Wellington, New Zealand and by the Certificates in Written and Spoken English
CSWE on textual features of a narrative text. The first checklist consisted of the generic structure items to analyze whether the student’s narrative text had
orientation, complication, and resolution. Table 3.1 is the generic structure checklist:
Table 3.1 Generic Structure Checklist
Orientation Orientation
Complication Resolution
1 2
3 4
5
S tude
nt ’s
T ext
N um
be r
… Total
Percentage The second checklist consisted of linguistic features items to analyze
whether the students carefully applied the vocabulary that is relevant to the subject matter, and whether the students carefully used the past tense, time
transitions, and adjectives in their narrative texts. Table 3.2 is the linguistic features checklist:
30 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
\
Table 3.2 Linguistic Features Checklist
Linguistic Features Vocabulary that is
relevant to the subject matter
events, context, setting and
characters Use past
tense Use time
transitions Use adjectives
to describe setting,
characteristic and
appearances
1 2
3 4
5
S tude
nt ’s
T ext
N um
be r
… Total
Percentage The writer analyzed the students’ textual features and put the data in the two
checklists. The result of each table was also counted and presented in a percentage data as supplementary information using the following formula:
Percentage = X 100
After the writer analyzed the texts, the writer constructed questionnaires. The results of the questionnaires were also analyzed and described. Having the
results of the questionnaires, the writer conducted interviews with some students. The results of the interviews were then analyzed and described to verify the result
of the questionnaires.
F. Research Procedure
