1 Very poor
loosely organized but main ideas stand out, limited support, logical but incomplete
sequencing Non fluent, ideas confused or disconnected,
lacks logical sequencing and development Does not communicate, no organization, not
enough to evaluate Vocabu
lary 4
3
2
1 Excellent to very
good Good to average
Pair to poor
Very poor Sophisticated range, effective wordsidiom
choice and usage, word form mastery, appropriate register
Adequate range, Occasional errors of wordsidiom form, choice, usage but meaning
not obscured Limited range, frequent errors of wordsidiom
form, choice, usage but meaning confused or obscured
Essentially translation, little knowledge of English vocabulary, idioms, word form, not
enough to evaluate Langua
ge Use 4
Excellent to very good
Effective complex construction, few error of agreement, tense, number, word orderfunction,
3
2
1 Good to average
Pair to poor
Very poor articles, pronouns, preposition pronoun,
preposition Effective but simple construction, minor
problem in complex construction, several errors of agreement, tense, number, word,
orderfunction, articles, pronouns, preposition, but meaning seldom obscured
Major problems in simplecomplex construction, frequent error of negation, agreement, tense,
number, word orderfunction, articles, pronouns, preposition andor fragments, deletions, meaning
confused or obscured Almost no mastery of sentence construction
rules, dominated by errors does not communicate, not enough to evaluate
In assessing students’ writing, there were two different independent raters. The first rater was the researcher herself and the second rater was the English teacher in
class IX C who qualified for assessing students’ writing.
48
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the process of the research conducted in Cycle I and Cycle II, the result of the research, and the interpretation of the findings. Each cycle
in this research consists of planning, action and observation, and reflection. This chapter also presents the quantitative data obtained during the research to support the
qualitative data. The details of the processes are presented below.
A. Research Findings 1. Identification of the Field Problems
To identify problems emerging in the field, preliminary classroom observation and interview were done. The English teacher and the students of IX C were
interviewed and the teaching and learning process of IX C was also observed. The interview with the students and the English teacher who became the collaborator were
done on June 16
th
, 2014. Meanwhile, the classroom observation was done on June 21
st
, 2014. Based on the classroom observation that was done by the researcher, a vignette which explains the process of English teaching and learning was presented
below. At 10.00, the researcher and the English teacher went to IX C classroom. The
researcher sat in the back of the classroom while the English teacher taught students. Firstly, the English teacher checked the students. In the beginning, most of all
students gave their attention to the teacher’s greeting but when the lesson started; many of them were busy with themselves. When the teacher gave the instruction,
some of them did not do it even there were some that laid to their tables as if they were asleep. However, the teacher gave them advice patiently. The materials used in
the teaching learning process were mostly from a LKS. They did the tasks in the LKS then the students write the answer on the whiteboard voluntarily. Most of all the
materials in the LKS were not completed with contexts of situation while the teacher did not explain the contexts. Based on the students
’ works written on the whiteboard, they still made mistakes in vocabulary usage, agreement, and punctuation. Besides,
they also could not develop ideas well. They had difficulties to write a simple good paragraph even their sentences were messy. At 11.30, the teacher closed the lesson by
reviewing the materials and then saying a prayer.
According to the vignette, it can be implied that the English teaching and learning process did not run very well. The students were noisy during the lesson as
they were not interested to the English lesson. In addition, they had difficulties in mastering English too, especially writing. The problems can also be seen from the
result of the interview done. The following are some interview transcripts which show students
’ difficulties:
R : Menurut kamu menulis Bahasa Inggris itu gimana, Dik? Susah atau gampang
What do you think about writing English? Is it difficult or easy? Ss :
Mm… lumayan susah.S17 Mm… little bit difficult
R : Apa kesulitanmu?Kata-katanya atau apa? What are your difficulties? Vocabulary or what?
Ss : Iya ,Mbak. Sama kadang nggak dhong. S19S16 Yes, Miss. And sometimes I feel confused.
R : Nggak Dhong apanya dik? What did make you confused?
Ss : Mm … bingung mau nulis apa gitu. Gimana mulainya.S19
Mm ... I was confused about what to write and how to start Iya, mau mulai itu bingung. S10
Yes, it is confusing to start writing R : Kenapa bingungnya? Cari ide?
Why are you confused? Getting ideas? Ss : Iya, Mbak, susah banget. Apalagi nulis Bahasa Inggrisnya, beda sama
Bahasa Indonesia. S10 Yes, Miss. It is so difficult. Moreover, writing English is different from
Bahasa Indonesia R : Bagaimana dengan kamu, Dik?
What about you? Ss : Sama kayak temen-temen, Mbak. S23
The same as my friends, Miss. R : Oh, gitu. Emang kalo pelajaran Bahasa Inggris terutama menulis kegiatannya
apa? Oh, I see. What about the activities of English lesson especially writing?
Ss : Opo yo. Biasanya individu ngerjain LKS. S4 What is it? Usually doing task in the LKS.
R : Apa kalian senang?
Are you happy with that? Ss : Sebenernya bosen sih mbak, tp mau gimana lagi. S4
In fact, we were bored but we cannot do anything R : Oh, lalu kalian sering dikasih tau tentang konteks situasi misal buat apa dan
kapan teks itu dipakai nggak? Oh, then did your teacher show you contexts of situation such as what and
when the text was used? Ss : Cuma kadang-kadang, jadi bingung S23
Only sometimes, Miss so it made me confused R : Researcher Ss: Students Interview 2, June 18th 2014
--------------------------------------------------------------------------------- ------------- R : Lha terus tadi kan kalian disuruh nulis sama Bu Dyah. Kalian bisa tidak?
Then you were just asked to write by Mrs. Dyah. Can you do or not? Ss : Nggak, bingung nulise piye. Tertawa S17
No, I was confused on how to write Laughing Iya, Mbak. Bingung le nginggriske. S1
Right, Miss. I was confused on how to translate into English Iya, karang dudu wong Inggris. Tertawa S6
Yes, because we were not Englishmen‟ Laughing Aku ngawur kok, Mbak S16
I did randomly, Miss R : Kalau ide tulisan sama susunannya gitu bingung gak?
Mm… you are confused on the ideas and organization, aren’t you? Ss :
Ho’o, itu juga Mbak S1 Yup, that’s also, Miss.
Bingunge banget. S17 My confusion was bad.‟
R : Mm..Terus tadi kalian seneng nggak sama pelajarannya? Mm..Then, did you enjoy the previous meeting?
