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Related to the recent study, the researcher had a good enough overview of the phenomenon in question as she was a also one of the teaching members in
which the study conducted and was able to develop broad questions about the topic in advance but she did not want to use ready-made response categories that
would limit the depth and breadth of the respondents’ story.
3.6 Data Analysis
Data analysis is different from data collection. It is recursive and dynamic Merriam, 1998:156. In this research, data analysis was conducted during and
after data collection. It was done simultaneously with ongoing activities related to teaching and learning activities in writing, especially Writing Task 1 of IELTS
Academic Module. As stated previously, this study collected the data from classroom observations, documentation of students’ texts and interviews. Then, all
data gathered were analyze, summarized, and then classified. Students’ written texts were collected and analyzed to reveal the students’
problems in completing Writing Task 1. All students’ compositions were taken from the last practice test. The texts then were analyzed based on the assessment
criteria for Writing Task 1 of IELTS Academic Module to find the students’ problems. To address the research questions, the data were categorized into four
types: problems with fulfilling task achievement, achieving coherence and cohesion, making use of lexical resource, and using grammatical range and
accuracy.
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Regarding the task achievement, all the texts were analyzed to examine the students’ ability in interpreting the task and in summarizing significant features of
the graph or diagram. Moreover, those texts were observed to see the students’ ability in including key data to support and completing the summary, in using
complete sentence and in avoiding using bullets, and also in writing at least 150 words in 20 minutes.
The analysis of cohesion was related to how the students’ words were linked to form sentences, and how their sentences were joined together logically to form
the argument – all was achieved if the students applied correct agreement between subject and verb; with number singular and plural forms; agreement with case
word forms before and after verbs; and possessive forms; and gender forms. Besides, it analyzed the sequence and order of tenses, and verb forms for different
tenses that help organize information in the text; articles aan and the; pronouns; and conjunction joining words that are important for linking ideas, causes and
results, giving reasons, presenting conditions and contingencies, and explaining and clarifying statements.
Related to coherence, the stress was put on the organization of the whole text – the introduction, body paragraphs and the concluding paragraph. It also
analyzed how paragraphs were organized – the topic sentence, supporting and developing sentences and concluding sentence. The use of transition signals
linking words is important as they signal the stages and sequence of processes and procedures, narratives, and the logical development of ideas.
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The analysis of lexical resources referred to students’ ability in using a range of vocabulary across academic topic areas and paraphrasing to easily and
clearly summarize and described a variety of graphic texts with an appropriate tone and level of formality. Then, it involved the command of word forms for
example, machine,
mechanic, mechanization,
mechanical, mechanize,
mechanically. It also focused on the correct spelling the number of spelling mistakes is a clear indicator of language ability, and punctuation.
The students’ command of the grammar of English: active and passive voice structures and the correct use of preposition of time and place were analyzed to
know their problems in grammatical range and accuracy. Furthermore the analysis was on the sentence types: the use of a mix of simple, compound, and complex
sentences of varying length. In additional, it observed the length of sentences. The data from classroom observations were analyzed and summarized. The
data from the interviews were used transcribe d and classified. Then the data from both sources were used to answer the second question.
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CHAPTER IV FINDINGS AND DISCUSSION
This chapter presents the data obtained from students’ texts, classroom observations, and interviews. The data are presented in line with the research
questions and analysis procedure which are formulated in Chapter III. To do with the research questions, the data from the three sources are presented in two
themes: students’ problems in accomplishing Writing Task 1 of IELTS Academic Module, in terms of the assessment criteria for Writing Task 1 of IELTS
Academic Module; and the solutions to overcome the problems. To address the first research question, the data are taken from students’
texts. Meanwhile, to answer the second research question the data are taken from the interviews with both the students and teacher.
4.1 Students’ Problems in Accomplishing Writing Task 1 of IELTS Academic Module
Based on the task below, the students wrote a summary asked.
You should spend 20 minutes on this task.
The chart below gives information about global population percentages and distribution of wealth by region.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
