3. The Lost Egg by Judie McEwen-Dick Rink 4. Never Lonely Again by Hans Wilhelm
5. The Fox who Ate the Stones by Maharani 6. The Lion King by Justine Korman
7. The Little Red Hen by Ann McKie 8. Sakasavon Helping Doumdoum by Jacques Thomas Bilstein
Through discussing and sharing together, they will have a lot of ideas to write relates to elements of narration, for instance: characters they were going to create,
setting of the story, complication, point of view, story ending, etc. All of the activities above were included in prewriting stage. However, the role of the
researcher in the study was as a writing teacher who devoted her time and effort to take part in the class activities. The researcher involved in helping students to
write their narration. Actually, there were two favors that the researcher did. The first favor was to connect what students have read to develop their own story and
the second one was to take them to the writing process. Additionally, student- centered approach was applied by the researcher in teaching writing because it
involved groups’ discussion. To make the intervensiontreatment more clearly, the researcher did the intervension in these following stages:
1. Engaging students to read picture books they like best 2. Sharing what the students have read to the other students
3. Connecting what students have read to develop their own writing 4. Taking students to writing process, including prewriting, during writing
drafting, and after writing revising, editing, sharing, evaluating As a note, stage 1 and 2 were in prewriting stage and the others were in drafting
stage.
E. Research Instrument
In the study, the writer only used a test as research instrument. The test technique used in the research was an open-ended essay test a written test and
there were two tests including pre-test and post-test. In the pre-test, students were asked to write a narrative text about a story they like most from story books they
have ever read or movies they have ever watched. However, in the post-test, the students were asked to write a narrative text
an original short fable made by their own not less than 15 sentences and it had to include orientation, sequence of events, resolution, and coda.
Moreover, to score both students’ pre-test and post-test, the writer used an analytic writing rubric. The
students’ writing were scored seperately based on several aspects of writing such as organization, content, vocabulary, and
grammar. For this point of view, the writer preferred using analytic writing rubric to the holistic one.
F. Instrument Testing
Before the tests were used, the instrument test had to be done on the tests to see whether the instrument met the requirement of validity and reliability.
1. Validity
Validity is one of crucial requirements which had to be tested in a research instrument. Validity refers to having information about the precise
aim of an assessment and creating an instrument which can achieve the aim.
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It means that the test is said valid if it measures what it is designed to be measured.
To gain the validity of the instrument, the researcher used content validity and face validity. In order to investigate content validity, the
researcher had to consider whether the test was a typical example of the content of the test which was designed to be measured.
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Meanwhile, the test
6
Joane Schudt Caldwell, Comprehension Assessment-A Classroom Guide, New York: The Guilford Press, 2008, p. 29
7
James Dean Brown, Testing in Language Program, New York: McGraw-Hill, 2005, p. 221
was said to have face validity if it looked like it measured what it was supposed to be measured. Consequently, to attain face validity, the direct
testing was used in this research because it required the students to directly perform the writing skill writing narrative text that the researcher intended to
be tested. It is stated that direct testing is easier to do when it is planned to measure speaking and writing skill the productive skill because the precise
performance of speaking and writing can give the information about students’ ability.
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Based on the explanation above, the researcher used an open-ended essay test because it was suitable for testing
students’ ability in writing narrative text.
Furthermore, to achieve the face and content validity of the instrument pretest and posttest, the researcher asked
for the skripsi advisor’s help to check the appropriateness of the instrument whether it was proper to give to
the students or not. More importantly, the researcher made sure that the instrument was valid by making the relevance of the objective of the test, the
instruction of the test, and the indicator with the KI and KD Kompetensi Inti dan Kompetensi Dasar which is based on curriculum 2013.
2. Reliability
Reliability refers to the stability or consistency of assessment information, i.e., whether it is typical of a pupil’s behaviour.
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It is about the consistency of score from an assessment when it is done with the same
instrument at another time. To achieve reliability of instrument, the researcher used scoring rubric
analytic scoring to score the students ’ writing pretest and posttest. It is said
that in analytic scoring, each criteria item or trait such as idea, organization,
8
Arthur Hughes, Testing for Language Teachers Second Edition, Cambridge: Cambridge University Press, 2003, p. 17
9
Peter W. Airasian, Classroom Assessment-Concept and Application, New York: McGraw-Hill, 2002, p. 17
