Validity and Reliability of the Research
c. Acting and Observing the action
In this step, the researcher will implement the actions and observe what happen in the classroom. The actions will be implemented in three
cycles, and each cycle will be done in two weeks. Besides, implementing t
he action plans, the researcher also observe and record the students’ reactions during the activities. Based on the observations, notes, and records
of students’ responses in the teaching-learning process, all research members will discuss the implementation and its changes. The result of the
discussion will serve as evaluation for the implementation of the action plans to improve the actions to follow. Then the action will be implemented
involve: 1.
planning some actions to improve the students’ attention, 2.
implementing the planned actions in the class, 3.
evaluating the implementation practice, 4.
reflecting towards what happened to the implementation of the action, and
5. Planning the next cycle on the basis of evaluation and reflection.
d. Reflection
In this step, the researcher will make an evaluation of the implementation of the action. The evaluation is useful to show the effectiveness
of the action conducted in the teaching-learning processes. The reflection will
be done by all members in this study in every time after each cycle of actions is complete. Each member will give contribution to the reflection on the action
that will be taken. It is to find out whether the actions are successful or not. The successful actions will be used and reapplied in the next cycle, but those which
are unsuccessful will be changed into the suitable one.
Table 3 . The Scoring Rubric of Students’ Writing
Writing Score Level
Criteria Content 4
3
2
1 Excellent to very
good Good to average
Pair to poor
Very poor Knowledgeable, through development of thesis,
relevant to the topic Some knowledge of the subject, limited
development of thesis, mostly relevant to the topic, but lacks detail
Limited knowledge of the subject, inadequate development topic
Does not show knowledge of subject, not enough evaluate
Organiz ation
4
3
2 Excellent to very
good Good to average
Pair to poor Fluent expressions, ideas clearly
statedsupported, well-organized, logical sequencing, Cohesive
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,