3.5 DATA ANALYSIS PROCEDURE
In answering the problem formulation, the data collected were analyzed. The analysis followed some steps:
1. Analyzing the Students’ Paragraphs
The data obtained from testing the students’ writing competency in writing a topic sentence and supporting sentences in the form of students’ argumentative
paragraphs were analyzed by using the rubric formulated in the research instrument figure 3.2. Each student’s paragraph was scored based on the rubric.
The rubric consisted of seven items, and each item consisted of three scores; they were 3, 2, and 1. Thus, the maximal score of each student was 3 x 7 = 21, and the
minimum score of each student was 1 x 7 = 7.
2. Tabulating the Students’ Score
The score of each student was tabulated by using the instrument in table 3.1. From the tabulation, the total score of each participant could be known. The
total score ranged between 7 up to 21. The total scores of the participants were graded into three levels: good, fair, and poor. The range of leveling was counted
by subtracting the maximal score with the minimal score minus 1 divided by the sum of the level. The minimal score minus 1 was used to make sure that the
minimal score was counted as the point which was included in the measurement. The measurement could be seen as follows:
Max. score – min. score – 1 level
= 21 – 7 – 1
3 = 15 : 3
= 5 Thus, it could be concluded that the score range of each level was:
Good : 17 – 21 Fair
: 12 –16 Poor : 7 – 11
3. Analyzing the Data to Answer Research Question Number 1
From the tabulation, the students who obtained the good, fair, and poor grade were counted. The measurement answered these following questions:
a. How many students are included in Good grade?
b. What is the percentage?
c. How many students are included in Fair grade?
d. What is the percentage?
e. How many students are included in Poor grade?
f. What is the percentage? The result of the data analysis was elaborated in the form of narrative
paragraphs to answer the first research question: in what level the fourth semester students’ writing competency in writing a topic sentence and supporting
sentences in an argumentative paragraph was.
4. Tabulating Each Item in the Rubric
This part specified the items that showed the strength and the weakness of the fourth semester students in writing a topic sentence and supporting sentences in
an argumentative paragraph. This part used the instrument in table 3.2. Each
tabulation was used to tabulate the score of each item in the rubric. Thus, there were seven tabulations since there were seven items in the rubric. The tabulation
showed, for the specific item, how many students obtained score 3, how many students obtained score 2 and how many students obtained score 1.
5. Analyzing the Tabulation to Answer Research Question Number 2
From the tabulation of each item, it could be clearly seen the items in which the students were strong most of the students obtained score 3 and the items in
which the students were weak most of the students obtained score 1. From the tabulation, the researcher analyzed the result by using these following questions:
a. In which items isare the students’ strengths? b. What is the description of each item?
c. It can be concluded that the students’ strengths isare … d. In which items isare the students’ weaknesss?
e. What is the description of each item? f. It can be concluded that the students’ weaknesses isare …
The answer to those questions would be elaborated in the form of narrative paragraphs to answer the second research question: what the students’ strengths
and weaknesses in writing a topic sentence and supporting sentences in an argumentative paragraph were.
3.6 RESEARCH PROCEDURE
This research followed some procedures in conducting this study. There were six stages to be followed to conduct this study. The stages would be elaborated as
follows:
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