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CHAPTER I
INTRODUCTION
1.1 Background of the ProblemLanguage is a social aspect of human life, which is concerned with preserving
and prolonging pattern of relationship among individuals. Soekemi, (1995 : 1)
defined the language as an acquired habit of systematic vocal activity representing
meaning coming from human experiences or language is an acquired instrument,
which can be used to present ideas, the feelings and communicate with other people.
English is the first foreign language in our country, which is taught from
Elementary to University level. English is also intensively used in international
communication, both written as well as in spoken communication. In addition, many
books of science, technology, art and other published issues are written in English.
In English language, there are integrated skills to be mastered such as:
speaking, listening, reading, and writing. As Haycraft states (1978:8) that there are
various skills in mastering of language: respective skill, listening (understanding the
spoken language), reading (understanding the written language), and productive
skills-speaking and writing.
English students must have good communication in both oral and written
form. Oral form is that speaking and listening, and written form are writing and
reading. Writing is really very important for all people living especially students, as
writing is considered to be one of the four basic tools in learning a foreign language,
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because writing is effort to spread out opinion and idea to other people. The writing
activity is not far from the improvement of intelligence. But some students have
difficulties in composing narrative writing. Some of them feel difficulties in getting
stuck to get diction, getting idea, and ordering the words.
Based on the problem above, students must know some strategies in
composing narrative writing such as: making outline, using picture, using dictionary,
sharing with friends, using the tools (audio, audio-visual) or learnings aids (a guide),
Brown (2000:113) states that strategies are specific methods of approaching a
problem or task, modes of operation for achieving a particular end, planned designs
for controlling and manipulating certain information. Because of that the students
should choose a good strategy to compose narrative writing.
From the above explanation, we can infer that each student has certain
tendency and capability in using certain learning strategies, therefore the use of
various learning strategies influenced by their family background, experience, and
character. In other words, strategy that is useful to student might not be useful to
others. Since students have their own strategy characteristic, they will have different
learning strategies that are useful and comfortable for them.
The researcher chooses students composing narrative writing as a material of
narrative writing, by assumption that the composition is the result of students
product that can be known clearly. Sofyan (1999:86) stated that Narrative is a story
which is connected with events based on the plot. Then why the teachers use narrative
text, it is because the narrative as a story of human experience, so that the students
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1.4 The Objectives of the StudyThe objectives of the research could be formulated as follow:
1) To find out narrative writing strategies used by the students at second year ofSMPN 2 Kendari.
2) To find out the students reasons in choosing those strategies at second year ofSMPN 2 Kendari.
1.5 The Significance of the study1.5.1 Theoretically:
1. As the references for other researchers who are interested in investigating the
teaching writing ability by using composing narrative.
2. As the support for the theory of composing narrative writing.
1.5.2Practically:
1 As the answer of the writers curiosity on the teaching by composing narrative
writing to the students and the English teachers.
2 As the information for all teachers and students to use strategies in composing
narrative writing.
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1.6 Clarification of terms
1.6.1 StrategyAccording to Brown (2000:113) Strategies are specific methods of
approaching a problem or task, modes of operation for achieving a particular
end, planned designs for controlling and manipulating certain information.
Then strategy is as a remedy the teacher in making system area that happened
to process teaching learning. (Ahmadi:2005: 32).
According to Chamot (1987) strategies are often more powerful when they
are used in appropriate combinations.
Based on those definitions above, strategies are any tools or tactics that learners
employ to learn more effectively and more autonomously.
1.6.2 Learning StrategiesAccording to Chamot (1987), learning strategies are techniques approaches,
or deliberate the learning and recall of both linguistic and content information.
(Cited from Masdari, 2005:5)
Then learning strategies are intention behavior and thoughts used by learners
during learning, so as to better help them understand learn or remember new
information. (Richards. 1992:209)
Based on definition above, learning strategies are technique approaches, intention
behavior used by learner during learning, so as to better help them understand learn or
remember new information.
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1.6.3 Writing StrategiesAccording to Collin (2008), writing strategies are deliberate, focused ways
of thinking about writing.
Based on definition above, writing strategies are some of technique it can be a
formal plan to write a book report, or it can be something as simple as a trick to
remember how a word is spelled.
1.6.4 Narrative writingAs Semi in Hasani (2005:22) stated that narrative is conversation or writing
with the purpose tells about action or human experience based on the
development of time.
Then according to Keraf (1991:136) states that Narrative as a story tells or
describes an action in the past time clearly, so narrative is tried to answer the
question: what had happened? Narrative as a story, so it is should have the
element that makes the story more interesting to the reader such as a conflict and
conclusion of the story. Referring on the definitions, narrative is a story telling
about the event consists of conflict and conclusion.
Referring to the explanation above, the narrative is tells the story based on the
human experience in the first until the end to give a certain purpose tell an explicit
message to readers about object of story deeply.
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CHAPTER II
LITERATURE REVIEW
2.1 Definition of StrategyEverybody has strategy in learning everything. It is conscious or
unconsciously. It is natural for learners to use strategy in learning process, because
learning is not an instantaneous process for every learner, it is one of their
development process. Sometimes strategy can help the students, so the teacher helps
the learner. As Ahmadi (2005:14) states that strategy is as a remedy for the teacher in
making system area that happened to process of teaching learning.
According to Brown (2000:113) Strategies are specific methods of
approaching a problem or task, modes of operation for achieving a particular end,
planned designs for controlling and manipulating certain information. Moreover,
Mintzberg (1991: 5) says that strategy is the pattern or plan that integrates an
organizations major goals, policies, and action sequences into a cohesive whole.
Then, Chamot (1999:32) stated that strategies are often more powerful when
they are used in appropriate combinations. Based on the statement above strategies
are any tools or tactics that learners employ to learn more effectively and more
autonomously.
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2.2 Learning Strategies2.2.1 Definition of learning Strategy
According to Chamot in Masdari (2005:5) state that Learning strategies are
techniques approaches, or deliberate the learning and recall of both linguistic and
contains information. Then Richards (1992:209) says that learning strategies are
intention behavior and thoughts used by learners during learning, so as to better
help them understand learn or remember new information.
From the statement above we can infer that in order to be a successful
language learner student should be able to decide which learning strategies that
one suitable for them. Thus, they can optimize and enjoy their learning by using
learning strategies, students can facilitate their quality of learning respond to
their learning needs and acquire knowledge better than those who do not know
and use learning strategies.
2.2.2 The Categories of learning strategies
2.2.2.1Metacognitive strategiesMetacognitive is a term used in information-processing theory to
indicate an executive function, strategies that involve planning for
learning, thinking about the learning process as it is taking place, monitoring
of ones production or comprehension, and evaluating learning after an
activity is completed. Brown in Purpura (1997).
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According to explanation of metacognitive strategies, we can
conclude the characteristic of metacognitive strategies, are:
a) Advance organizers: making a general but comprehensive preview ofthe organizing concept or principle in an anticipated learning activity.
b) Directed attention : deciding in advance to attend in general to alearning task and to ignore irrelevant distracters
c) Selective attention: deciding in advance to attend to specific aspects oflanguage input or situational details that will cue the retention of
language input.
d) Self management: understanding the conditions that help one learn andarranging for the presence of those conditions.
e) Function planning: planning for and rehearsing linguistic componentsnecessary to carry out an upcoming language task.
f) Self monitoring: correcting ones speech for accuracy inpronunciation, grammar, vocabulary, of for appropriateness related to
the setting or to the people who are present.
g) Delayed production : consciously deciding to postpone speaking inorder to learn initially through listening comprehension
h) Self valuation: checking the outcomes of ones own language learningagainst an internal measure of completeness and accuracy.
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2.2.2.2Cognitive strategiesCognitive strategies are more limited to specific learning tasks and
involve more direct manipulation of the learning material itself.
According to explanation of cognitive strategies, we can conclude the
characteristic of cognitive strategies, are:
a) Repetition :imitating a language model, including overt practice andsilrehearsal
b) Resourcing : using target language reference materialsc) Translation: using the first language as a base for understanding and/or
producing the second language.
d) Grouping : reordering or reclassifying, and perhaps labeling, the material tobe learned based on common attributes
e) Note taking : writing down the main idea, important points, outline, orsummary of information presented orally or in writing
f) Direction: consciously applying rules to produce or understand the secondlanguage.
g) Recombination: constructing a meaningful sentence of target languagesequence by combining known elements in a new way.
h) Imagery : relating new information to visual concepts in memory viafamiliar, easily retrievable visualizations, phrase, or longer language
sequence
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i) Keyword : remembering a new word in the second language by (1)identifying a familiar word in the first language the sounds like or
otherwise resembles the new word and (2) generating easily recalled
images of some relationship between the new word and thee familiar word
j) Contextualization : placing a word or phrase in a meaningful languagesequence
k) Elaboration : relating new information to other concepts in memoryl) Transfer : using previously acquired linguistic and/or conceptual
knowledge to know new language learning task
m) Inferencing: using available information to guess meaning of new items,predict outcomes, or fill in missing information.
2.2.2.3Socio-affective strategiesSocio-affective strategies have to do with social mediating activity and
interacting with others.
According to explanation of socio-affective strategies, we can conclude
the characteristic of socio-affective strategies, are:
a) Cooperation : working with one or more peers to obtain feedback, poolinformation, or model a language
b) Question for clarification: asking a teacher or other native speaker forrepetition, paraphrasing, explanation, and/or examples.
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Base of explanations above, the characteristic of socio-affective strategies is
more conclude to social activity or always met people to interaction with others.
2.3 Narrative Writing2.3.1. Definition of Narrative
The students are learning many texts. One of texts is narrative text. It is
related to the experience or story of past time. Marahamin (1999:96) defined
Narrative is a story based on the plot, and plot consists of event, person, and
conflict.
As semi (2003:29) in Hasani (2005:22) stated that narrative is
conversation or writing with the purpose tells about action or human experience
based on the development of time. Keraf (1991:136) stated that Narrative as a
story tells or describes an action in the past time clearly, so narrative is tried to
answer the question: what happened. Narrative as a story, so it is should have
the element that can make the story more interesting to the reader such as a
conflict and conclusion of the story.
2.3.2 The Characteristic of Narrative
According to explanation of narrative, we can conclude the characteristic
of narrative, are 1) it is a story or it is usually human experience; 2) it has a
conflict and solving problem, 3) systematic. As Keraf (2000: 136) states that the
characteristic of narrative are 1) concern to actions, 2) set in the time sequences,
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3) try to answer the question, what happened? 4) It has conflicts. Semi in Hasani
(2005:27) states that, the other characteristic of narrative, it has aesthetics; it
should have imagery to increase the readers interest.
2.3.3 The Types of Narrative
Keraf (1991: 136) defines those kinds of narrative:
2.3.3.1 Expository narrativeExpository narrative is usually tells the information about the event based
on factual data. It also tells about the steps of the event to the reader. The
object in expository narrative is beginning the first until the end; it means that
the writer tells the story from the first until the end. The purpose of narrative
is to make the readers knowledge about object of story is deeply.
2.3.3.2 Suggestive narrativeDifferent from expository narrative, suggestive narrative can be unsuitable
with the factual data, because it emphasizes the suggestive sense. So, the
purpose of suggestive narrative is to increase the readers imagination. Hasani
(2005:290) Says narrative suggestive is narrative that tried to give a certain
purpose tell an explicit message to readers or listener so they fell that they are
involved in the story.
Referring to the explanation above, the narrative is tells the story based
on the human experience in the first until the end to give a certain purpose tell an
explicit message to readers about object of story deeply.
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2.3.4 The Different between Narrative and Recount
According to Pardiyono, M.Pd.(2007:63), recount is as a kind of the text
that have purpose to gives the information about the activity in the past.
Pardiyono (2007:94) defines the different Narrative and Recount:
Narrative is a kind of text about the activities that happened in the past time.It is appear about problematic experience and resolution, it purpose to amuse
and sometimes it can be have to give the moral education to the reader.
Narrative text is very general than short story, novel, film text, legend, tales
and other that tell about the experience in the past time which is it has the
conflict and resolution.
Recountis a kind of text about the activities that happened in the past time,the main purpose is just to explain or give the information to help the reader.
Based on the explanation above, narrative is tells story about problematic
human experience and resolution in the past time, but recount is tell story about
the activities that happened in the past time, end the purpose just to explain or to
give information to the reader.
2.4 Strategies in Composing Narrative Writing
According to Collin (2008) state that writing strategies are deliberate, focused
ways of thinking about writing. A writing strategy can take many forms. To help
develop these aspects of a story, one needs to start by helping students become better
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observers of human nature. The first task is to help them expand their emotional
vocabulary:
Word bankinghave students brainstorm as many emotions as they can. Discussthe subtle nuances between similar emotions: i.e. rage and anger. Through
discussion create a clear understanding of what each emotion means.
Recognizing emotions in others - People sometimes have difficulty recognizingthe emotions of others. To help with this, gather pictures from comic books or
magazines and have students identify the emotions the pictured people are
feeling. Then, have the students tell how they know what the people are feeling.
Bank a list of these clues for each emotion depicted. Also, have students tap into
their own experience with these emotions and describe what it feels like on the
inside when they feel that emotion (heart rate, nausea, chills).
Another activity is to select scene from a high quality animated movie. Turn off
the sound and run the scene. Have students list the emotions the characters are
experiencing and the cues that told them this. Bank these cues.
The second task is to make students more sensitive to what others are thinking
by helping them understand that our thoughts are tied to our situation and our
emotions.
Take a comic book or cartoon and white out any thought balloons. As thestudents read the comic, they analyze the situation and what the character is
feeling and write appropriate thoughts in the balloon.
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Using an animated movie, run an appropriate scene and have students analyze thesituation and the characters emotions. After discussion they should write the
characters probable thoughts as direct quotes.
Practicing narrative writing with both emotional and cognitive content may
best be done by having students rewriting short scenes from stories that you have
selected. Perhaps, they could rewrite a newspaper article as a narrative. Another
option is to put them in a hypothetical situation and ask them to write a story
emphasizing emotions and thoughts being sure to use the cues from previous
discussions.
From the definition above, writing strategies are some technique it can be a
formal plan a teacher wants students to follow to write a book report, or it can be
something as simple as track to remember how a word is spelled.
2.5. A plan for composing narrative writing
A writing strategy can take many forms. Students can use a range of strategies
including the following:
Students describe their action plan for writing, and the actions they will use toachieve their goals or purpose for writing.
Students use idea generation and collation strategies, orientation strategies, andidea organization strategies, for example, brainstorming and semantic mapping
(including computer and graphic organizer in planning and collecting knowledge
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for writing different text types) and strategies for narrative or expanding a topic
prior to drafting.
Students use drafting strategies in which students; 1) use the idea andperspectives generated to write a first draft; 2) elaborate initial ideas and identify
subordinate ideas; and 3) focus on developing ideas, details and organizing them.
Students use revising strategies such as rereading the draft to check that there isconsistency of learning and main ideas, language use and style, and modify the
draft accordingly.
The students use editing strategies to check the use of spelling, punctuation,grammar, and capitalization; students use several resources such as a dictionary,
computer and style guides.
Students use publishing strategies such as; 1) selecting a format for publicationappropriate for the audience for example a letter, a poster, an essay, a report); and
2) using technology to support the publishing process.
http:/www.education.vic.gov.au/studentlearning/teachingresource/English/englishcon
tinum/40writingstrategy/htm.
From the above explanation, we know that by knowing the plan of writing, the
students can be a good writer if they use strategies in composing narrative writing.
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CHAPTER III
RESEARCH METHODOLOGY
3.1 The Research Design and Method
The researcher will apply Descriptive Qualitative. Qualitative research is
descriptive research. Borgan and Taylor (1990:3) in Margono (2005:36) defines that
qualitative research is the research procedure which produces descriptive data such
as word written or speed from the population people and attitude which can be
analyzed. In line with that, Sugiono (2005:9) states that qualitative research is
descriptive, the data collected is in the form of words of pictures rather that number,
Qualitative researches are concerned with process rather than simply outcomes or
products, qualitative researches tend to analyze their data inductively.
The researcher uses this method to examine the events or phenomena of
students, especially students strategies in composing narrative writing.
3.2 Place of Research
The research is about the analysis of students strategies in composing
narrative writing at second year class of SMPN 2 Kendari. It is a formal education
institution located in Kendari. SMPN 2 Kendari has facilities that support students in
teaching and learning process such as library.
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3.3 The Research Instrument
The researcher will apply three instruments to obtain the data, they are
observation, interview, and questionnaires.
3.3.1 Observation
In order to get the data, the researcher will come to the school. The first step
is ask permission to the head master, after the head master give permission, he ask
to meet the English teacher of class VIII, then, the researcher will ask for time to
do observation.
3.3.2 Interview
It is used to gain the data from students to gain data about the students
reasons in choosing the strategies. The writer gives seven questions. The students
had to answer the question.
3.3.3 Questionnaires
Sutrisno Hadi, in Methodology Research, says:
Questionnaire means the question and answer between the researcher and
respondent which are given lists of written question form.
Based on the definition above, it can be concluded that questionnaire
method is the method used to get the data by giving a list of written questions.
3.4 Time of Research
The research held on 16 28 July 2012. It consist three meeting.
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3.5 The Research subject
Related to the research subject, the researcher will conduct this research in
SMPN 2 Kendari at Second Year, which consists of nine class and 270 students.
Then, the writer will use purposive sampling in deciding the students as research
subject.
Sample is part of population that becomes a source of data in research it
means that sample is part of population that represents all population (Warsito, 1992 :
52). As the sample, the researcher will take class VIIIA because the researcher thinks
that class VIIIA is more active than the others. It consists of 32 students.
3.6 The Data Collecting Technique
In collecting the data in the students strategies in composing narrative writing
the writer will apply observation, interview known as triangulation and questionnaire.
3.6.1 Observation
In the instrument, the researcher will observe students strategies in
composing narrative writing at second year of SMPN 2 Kendari.
In this observation, the researcher just only observes and not involve in the
teaching process. Furthermore, the researcher only uses checklist as the instrument in
the observation. Besides observing students activities, the researcher will also
observe teachers roles, teaching aids and students achievement in order to know
how the process of students strategies in composing narrative writing is and how is
the result of students strategies in composing narrative writing.
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Observation use as data collecting technique, has specific type if compared by
another instrument such as interview and questioner.(Sugiono,2005:65). The
researcher will conduct an observation in the second year at SMPN 2 Kendari.
3.6.2 Interview
This instrument is the way the researcher asks the information directly. The
researcher will interview the English teacher and students to know some information
how the teacher teach narrative writing and how the students use strategies in
composing narrative writing at second year of SMPN 2 Kendari.
3.6.3 Questionnaire
In this research, the researcher will provide questioner to the students at
second year of SMPN 2 Kendari cause the researcher want to know more deeply how
does the students strategies in composing narrative writing.
3.7 The Data Analysis TechniqueMuhajir (1996:104), data analysis is a process to find out and set result data from
observation, interview, and other to increase the researcher about the study and make
easy to understand by our self and other. In this research, the researcher will conduct
research at second year of SMPN 2 Kendari in dividing into nine classes (VIIIA,
VIIIB, VIIIC, VIIID, VIIIE, VIIIF, VIIIG, VIIIH, VIII(I)) consist of 283 students.
Then, to find out the data, the writer uses the method by L.R. Gay and Arikunto.
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The researcher will use the following technique to measure the data:
Agreement x 100%
__________
Items
(Taken from L.R. Gay, 1992:248)
The following are the standard in measuring the data:
1. Good : 76-100%2.
Enough : 51-75%
3. unsatisfactory : 40% - 55%4. Worst : < 40%(Taken from Arikunto 2002:244)
To analyses the data the researcher will do as follow:
3.7.1 Reduction of data
Data reduction use for collecting the data from observation, interview, and
questionnaire. In data reduction, the researcher will summarize and focus on the
important data that could eases the writer in collecting the next data.
3.7.2 Display
In data display, the researcher will analyze the result from observation,
interview and questionnaire. Then the data were organized and arranged in a pattern,
so that they would be understood easily.
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3.7.3 Conclusion drawing/ Verification
According to Miles and Huberman (1992), the third step in analyzing data in
qualitative research is conclusion drawing or verification. It is used to describe all of
the data which are still unclear in the beginning.
3.8Research validity and ReliabilityTo determine the validity of the data, it is needed a checking technique of the
data. According to Moleong (1993:173), there are four terms used:
a. CredibilityThe validity concept mentions that generalization of a finding can be valid or
applied on all contexts in the same population based on the finding obtained in the
sample which resent the population it self.
b. TransferabilityTransferability as empiric matter depends on the equity between sender and
receiver contexts. To do the transferability, a researcher should find and collect
empiric event of the context equality. Therefore, the researcher is responsibility for
providing efficient descriptive data if she wants to make a decision about the
transferability. To do this thing, a researcher needs to conduct a research to ensure an
attempt of verifying it.
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c. DependabilityDependability term is reliability substitution term in qualitative research. The
reliability is achieved if the result is equal when two or several times conducted
repetition of a study in the same condition and essentially.
d. ConformabilityA conformability term derives from objectives concept according to non
qualitative research. Non qualitative states the objectivity of agreement side between
subjects. To make sure that something is objective or doesnt depend on several
people agreement toward view, opinion, and someones finding. So, in this case, the
objectivity of something depends on the people opinion.
Beside that, As Scriven (in Moleong, 1999:174), there is another qualitative
element which sticks on the objectivity, it should be trust able, factual, and can be
guaranteed. In other word, subjectivity means vague.
From the above explanation, if qualitative research emphasizes on people,
whereas, non qualitative emphasize on the data. In this case, to determine the validity
and reliability, with a consideration that qualitative research with its naturalistic
paradigm is completely unable to use validity and reliability terms. Based on those
descriptions, the naturalistic paradigm qualitative uses the term in which certainly
adjusted to inquiry force, so that the redefine term is a demand that unavoidable.
Based of the techniques mentioned above, the researcher will use
conformability of the data.
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3.9Checking Technique of Data CredibilityLincoln et al (Moleong, 1999:175), there are eight checking techniques of data
credibility suggested namely:
3.9.1 Prolong Observation
Prolong observation means that the writer should back to the field research
again, then do observation and interview again to the participants in order to recheck
whether the data, that were given before, are true or not. When the data, that were
given, are true means that the data are credible and the prolong observation can be
ended. Furthermore, by using prolong observation the relationship between the writer
and the participants can form rapport.
3.9.2 Persistent Observation
Persistent observation means that the writer should do observation more
accurately and continuously. By using persistent observation, the writer could give an
accurate and systematic data description about the thing that is observed. In this case,
the writer observed the English teacher when her/him teaching narrative writing.
3.9.3 Triangulation
Triangulation data is a checking technique of data credibility by making use
of another thing which out of data to check the necessity of the data or as a
comparison of the data. The most triangulation technique often used is checking
trough available source.
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Denzin (in Moleong, 1999:178) defines types of triangulation as checking
techniques, are: 1) triangulation of source, 2) triangulation of method, 3) triangulation
of investigation, and 4) triangulation of theory.
3.9.4 Colleague Checking Through Discussion
It is known as inter-rater. This technique is conducted to know whether the
writer and the other experts find the same data. When the writer and the other
research find the same data means that the data are credible.
3.9.5 Negative Case Analysis
Negative analysis means that the writer should search another data, which are
different and even contradiction with the data that had already found. When the writer
does not find the contradiction data means the data are credible.
3.9.6 Available Reference
Available reference is a device to cope and adopt with written critics for
evaluation necessity. Film or video tape for example, can be used to record and
compare with the result gained with the critics collected. If those mediums are not
existed, other devices can be used as a comparison critic, for example information
that can be used during checking of the data.
3.9.7 Checking Member
Checking with the members involved in the process of collecting data is very
important to check credibility of the data. What will be checked with the members
involve are data, analytic category, assumption and conclusion. The member involved
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who represent their colleague have function to give reaction from their view sight and
situation towards the data which organized by the researcher.
3.9.8 Detail Description
Detail description technique which demands the researcher to describe the
result of the research as accurate as possible which draws the research place carried
out. The description should be revealed in detail to give what the readers needed so
that they are able to understand the findings obtained. Auditing technique is a
technique in business concept, especially in fiscal field which is used to check the
dependency and credibility of the data.
As Setiyadi (2002:206) states that there are five checking technique of data
credibility are, 1) Observation, 2) Interview, 3) Triangulation, 4) Documentation, and
5) Field note.
From all of the technique mentioned, researcher uses triangulation of source
to display that the data is credible.
3.10 Research Procedures
The following are the procedure used in this research:
1. Determining the subject of the research.2. Providing the instruments of data collecting such as observation form, interview
guide, interview students and questionnaire guide.
3. Doing observation in the class.4. Interview the English teacher and interview students.
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5. Giving questionnaire to the students.6.
Analyzing the result of observation, interview and questionnaire by using data
display.
7. Explaining the result of data descriptively by making conclusion drawing orverification.
8. Identifying the credibility of the result of the observation, interview andquestionnaire by using colleague checking or inter-rate and member check
technique.