needed to check in the suitable column. The purpose was to know more about the students’ ability in writing and their lack in writing. The observer observed all
activities done in the process of teaching and learning writing skills through the use of collaborative technique.
2. Interview Guideline Interview guideline was needed to guide the researcher to interview the
teacher and the students at the beginning of observation and the end of each cycle. Interview guidelines contained some issues such as the questions around teaching
writing before action, the implementation of the collaborative technique, the problems found during the implementation, and the students’ and collaborator’s
perspective towards the collaborative writing technique. 3. Writing Test
There were two kinds of tests that were used by the researcher. They were the pre-test and the post-test. The test was making a narrative text. The pre-test
was conducted in the reconnaissance stage. It was aimed at getting information about students’ writing skills. The post-test was conducted in the end of each
cycle. It was aimed at measuring students’ writing skills after the treatment had
been given to the students. The quantitative data of this research was taken from the test.
D. Data Analysis Technique
There were two kinds of data that the researcher got in this research. They were in the form of qualitative and quantitative data. The two data were analyzed
in different ways. All the data were interpreted and analyzed by the researcher.
The researcher described the result from the interview, observation checklist and field notes which consisted of the implementation of collaborative writing and
also the phenomena which happened during the process of the teaching and learning writing narrative texts. According to Burns 1999 in Burns 2010: 104-
105, there are some useful steps that can be followed to get an overall framework for the analysis. The researcher followed the steps proposed by Burns: 1
assembling the data and rereading it again, 2 coding the data into more specific patterns or categories, 3 comparing the data to see whether patterns or categories
are repeated across different data collecting technique, 4 building meanings and interpretation, and 5 reporting the outcomes.
S tudents’ writing performance was evaluated by using Anderson’s writing
scoring rubric, and then the scores were compared in the pre-test and the post-test to see the students’ improvement. Students’ writing scores in the pre-test and the
post-test were analyzed quantitatively using a descriptive analysis to obtain the mean and the standard deviation and t-test to investigate the improvement. To
analyze the quantitative data, the researcher used SPPS 16 software. She compared the mean score of each test to know whether or not there was an
improvement of students’ writing skills. It was used to prove whether there was
any difference on the achievement of their writing skills between the pre-test and the post-test. If the val
ue of significance level α was less than 0.05, it could be concluded that there was a significant difference between the pre-test and post-
test.
