46 two reached the passing grade. One of the students was chosen since the score
was slightly over the passing grade. The researcher conducted this interview in the form of
“semi-structured interview”. According Fraenkel and Wallen 2009, semi-structured interview is
a type of interview which its form is verbal questionnaire. It is explained that, “Rather formal, it consists of a series of questions designed to elicit specific
answers from respondents” Fraenkel Wallen, 2009, p. 446. Moreover, Fraenkel and Wallen explain that this type of interview is considered as the best
type conducted in the research. “…as they tend to shape responses to the researcher‟s perceptions of how things are. They structured and semi-structured
interviews are most useful for obtaining information to test a specific hypothesis that the researcher has in mind” Fraenkel Wallen, 2009, p.46. Therefore, the
researcher chose semi-structured interview in order to obtain information which support the results of other instruments.
5. Students’ Drafts
The students‟ drafts became the major source of the data in this research. According to Burns 1999, students‟ drafts as determined as students‟ written
texts is a source of documents readily available to all language teachers. Students‟ drafts which were done both individually and in group would be the
major data of this research. The researcher asked each student to make two individual drafts and two group drafts of writing narrative text during the whole
research. Burns 1999 states that the students‟ writing texts help the researcher
assess their progress in writing. Thus, the researcher used the students‟ drafts to
47 get more detailed information of
the improvement of students‟ writing skills in composing narrative text. Therefore, to know the improvement of the students
writing skill and to know the problems encountered during the implementation, the researcher used writing scoring rubric. This scoring rubric was used to assess
all of the srudents‟ writings of this research.
The following is the scoring rubric which was used in this research, taken from Anderson as cited in Hughes 1989, p. 91-93.
Table 3.4 Analytic Scoring Rubric for Writing Ability Grammar
6. Few if any noticeable errors of grammar or word order.
5. Some errors of grammar or word order which do not, however, interfere with
comprehension. 4.
Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension.
3. Errors of grammar or word order frequent; efforts of interpretation sometimes required on
reader‟s part. 2.
Errors of grammar or word order very frequent; reader often has to rely on own interpretation
1. Errors of grammar or word order so severe as to make comprehension virtually impossible.
Vocabulary
6. Use of vocabulary and idiom rarely if at all distinguishable from that of educated native
writer 5.
Occasionally uses inappropriate terms or relies on circumlocutions; expressions of ideas hardly impaired
4. Uses wrong or inappropriate words fairly frequently; expressions of ideas may be limited
because of inadequate vocabulary. 3.
Limited vocabulary and frequent errors clearly hinder expressions of ideas 2.
Vocabulary so limited and so frequently misused that reader must often rely own interpretation
1. Vocabulary limitations so extreme as to make comprehension virtually impossible.
Mechanics
6. Few if any noticeable lapses in punctuation or spelling
5. Occasional lapses in punctuation or which do not, however, interfere with comprehension.
4. Errors in punctuation or spelling order fairly frequent; occasional re-reading necessary for
48
full comprehension. 3.
Frequent errors in spelling or punctuation; lead sometimes to obscurity. 2.
Errors in punctuation or spelling order so frequent; reader often has to rely on own interpretation
1. Errors in punctuation or spelling order so severe as to make comprehension virtually
impossible
Fluency style and ease of communication
6. Choice of structure and vocabulary consistently appropriate; like that of educated native
writer. 5.
Occasional lack of consistency in choice of structure and vocabulary which does not, however, impair overall ease of communication.
4. „Patchy‟, with some structures or vocabulary items noticeably inappropriate to general
style. 3.
Structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease if communication
2. Communication often impaired by completely inappropriate or misused structures or
vocabulary items 1.
A „hotch- potch‟ of half-learned misused structures and vocabulary items rendering communication almost impossible.
Form organization
6. Highly organized; clear progression of ideas well linked; like educated native writer.
5. Material well organized, links could occasionally be clearer but communication not
impaired 4.
Some lack of organization; re-reading required for clarification of ideas. 3.
Little or no attempt at connectivity, though reader can deduce some organization. 2.
Individual ideas may be clear, but very difficult to deduce connection between them. 1.
Lack of organization so serve that communication is seriously impaired.
SCORE: Grammar : Vocabulary :
Mechanics : Fluency :
Form :
TOTAL :
E. Data Analysis Technique
The researcher intended to answer the problems formulated and relate theories in Chapter II. Since the researcher employed qualitative and quantitative
instruments to gather the data, the researcher used the qualitative and quantitative technique to analyze the data. The researcher used data triangulation to analyze
