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Table 2: The Scoring Rubric of Writing Categorization
Description Ideas and
Development 1
Weak development of topic 2
Adequate development of topic; listing of details 3
Good development of topic 4
Extensive development of topic; strong support of main idea with details
Organization
1 Not organized
2 Sparsely organized; lack of sequence
3 Fairly well organized; flow and sequence evident
4 Completely organized; smooth flow with strong
Sequence
Vocabulary
1 Poor or inappropriate word choice
2 Fair word choice; simple words
3 Good word choice; meaning is clear.
4 Vivid and imaginative word choice; appropriate use of
Vocabulary
Sentence Structure
1 Poor; many errors
2 Fair; choppy with variety
3 Adequate; few errors and some varieties of lengths
4 Excellent; no errors and a variety of lengths
Capitalization and punctuation
1 Many errors over 10
2 Some errors 6-10
3 Very few errors 1-5
4 Error free
Spelling
1 Many errors over 10
2 Some errors 6-10
3 Very few errors 1-5
4 Error free
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The categorization of scores gained by students was made to find out the level
of students‟ writing skill. The categorization scores of students‟ writing skill was based on the ideal score. The highest score was 24 and the
lowest score was 6. The ideal mean score Mi and ideal standard deviation SDi could be calculating using the formula as follows:
Mi = 2 highest score + lowest score
= 2 24 + 6 = 15
SDi = 3 highest score – mean score
= 3 24- 15 = 3
The frequency distribution of the scores of the students‟ writing ability can becategorized into four levels, namely, very high, high, medium, and low.
The distribution was calculated based on the Mi score and SDi as follows:
Table 3: Scale Category of Reliability Reliability category
Interval
Very high 19-20
High 13-18
Medium 7-12
Low 0-6
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Dialogic validity is related to the extent that parallels the process of collaborative enquiry or reflective dialog with “critical friends” or other
participants. Asking the teacher to act as an observer who observed and reported the students‟ reaction during the teaching and learning process
fulfilled this criterion. The data were analyzed from the field notes and the interview
transcript during the research. Triangulation was used to obtain the trust worthiness. It is suggested by Burns 1999:163 that triangulation is one of the
most commonly used and best known ways of checking for validity. It is aimed at gathering multiple perspectives on the situation being studied. In
addition she also states that triangulation is a way of arguing that „if different methods of investigation produce the same result then the data arelikely to be
valid. Meanwhile to fulfill the reliability of the data the research involved
more than one source of data, namely the researcher, the English teacher,the headmaster, and the students of grade X. The researcher triangulated the data
by analyzing them using field notes of the teaching learning process, the interview
transcript, some experts‟ theories and other notes that were related to the data such as notes of the students‟ improvement, achievements, and
errors during the process. Field notes were used to take the activities done in the class and keep the supporting documents such as the lesson plan, and the
students‟ works. After that, the interview was conducted to reveal the
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students‟ feeling about the class activity and to get some comments, perceptions, and suggestions about the action from theteacher.
F. Data Analysis Technique
From the data collecting procedure, there were two forms of the data in this study. The first was qualitative and the second was quantitative. The
qualitative data were obtained from the interviews with the teacher and the students of class XE, the classroom observation and taking photographs of
teaching-learning processes in the class. Meanwhile, the quantitative data were obtained from the writing test.
1. Qualitative Data a. Determining the Thematic Concern-Reconnaissance
To explore and find out information about the real situation of the teaching and learning process, the researcher did the reconnaissance step on
February, 2013. In the reconnaissance step, some activities were conducted. They were observing the teaching and learning process, interviewing some
students of grade XE and the English teacher, and having discussion with the English teacher as the collaborator.
Based on the observations, the interview, and the discussions, the existing problems were classified. The problem in the research was the low
writing skill affected by the lack of opportunity to practice writing in English during the teaching and learning process.
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b. Planning
Together with the English teacher, the researcher designed some plans to be implemented in the action research. In this step, some techniques that
were considered suitable to be implemented in improving students‟ writing skill were selected.The actions planned to be carried out are as follows:
a. Implementing the mind mapping technique in every meeting b. Using classroom English effectively
c. Giving rewards to the active students
c. Action and Observation
The action plans agreed by the involved members of the research were implemented. They were implemented in two cycles. Before the cycles were
conducted, the researcher gave a pre test to the students to know how far the students
‟ writing skill. After the cycles were conducted, the researcher gave a post test to the students understand the enhancement of students‟ writing skill.
The topics used in the English teaching and learning process werenarrative text. Together with the English teacher as the collaborator, the researcher
observed and recorded the students‟ reactions during the activities and did the interview with some students of grade X after the English lesson. Based on
the observation, field notes, andinterview, the involved members discussed the implemented actions and analyzed the result.
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2. Quantitative Data
Meanwhile, the quantitative data from the writing test were analyzed by using of descriptive technique. Here, the researcher compared
the students‟ pre-test and post-test scores by using the t-test to know whether or not there is
an significant difference in the pre-test and post-test scores. The data can be seen from the
students‟ mean scores before and after the action research was conducted. Then
from the scores of the writing test, the students‟ writing level was identified.
To fulfill the validity of the research, five criteria proposed by Anderson cited in Burns 1999:161 namely democratic validity, outcome
validity, process validity, catalytic validity and dialogic validity were employed.
Democratic validity is a process validity related to the extent to which the research is truly collaborative. This study tried to fulfill this criterion by
doing such interviews with the students and having discussions with the English teacher in finding and selecting problems to be solved.
Outcome validity is related to the notion of action leading to outcomes that are “successful” within the research context. This research is expected to
be able to solve more than one problem in the teaching-learning process, for
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example oneswhich are related with writing skills, motivation and involvement.
Process validity is related to the extent which raises questions about the process of conducting the research. Observing classroom activities,
making field notes during the lessons, interviewing students and the teacher, and having discussions with the headmaster in the scheduled time initiated the
process of this study. Catalytic validity is related to the extent to which the researcher
allowed participants to deepen their understanding of their social realities of the context and their role and the action taken as a result of these changes. In
this case, the students and teachers‟ responses to the changes occurring to them selves were asked.
G. Reflection
The reflection was done every time after the implementation of the actions. All involved members in the research made the reflection. Each
member contributed to the reflection on the actions taken. The successful actions were continued in the next teaching and learning process, but the
unsuccessful actions were modified into the ones that were more suitable.
