A.

Title: Enhancing the Students’ Writing Skill in Writing Descriptive Text through
Chain Writing Method at Eighth Grade of SMPI Assyafiiyah

B. Background of Study
According to Tarigan, writing is an activity to produce or draw graphic symbols,
which represent a language that is understood by people.1 Beside that there is a definition
of writing from Wasilah, writing is considered difficult and people will be able to write
after they have mastered listening, speaking, and reading skills.2 Students must have the
thinking power to able to express ideas in written form. Idea is an important role in
writing because ideas help students find a story line that will be poured into their writing.
Writing is called be difficult in English skills because writing must adjust to grammar,
punctuation, and can be understood by readers like writing descriptive text.
Descriptive text is a type of text which is widely use in the daily life in describing
object, place, people, animals etc.3Moreover Wyrick stated, that the writer of description
creates a word picture or person, place, objects, and emotions using a careful selection of
detail to make an impression on the reader. 4 The keywords of descriptive text are
describing objects, people, and places by giving the characteristics of what is described
and involving the senses. So that, the reader seems to see by themselves described in the
text.
In addition, in writing descriptive text, it is important to know such as the
structure of the text, the characteristics and the rules of the language used. What
distinguishes descriptive text from other text is the structure of the text. However, there
are students who does not understand the structure of descriptive text, which requires
students to read more examples of descriptive text. Students said that learning descriptive
text even in english lesson make them feel bored which they translate into english.
Sometimes they also feel confuse to translate it remember english language is not same

1
Risky Ayu Mahrdhikaningrum, “Using the Brainstorming Technique to Improve the Eight Grade Students’
Writing Ability at SMP N 1 Nanggulan Kulon Progo,” (Dissertetion, Yogyakarta State University, 2016), 10.
2
Ufi Ruhamadan Dewi Ismu Purwaningsih, “Improving Students’ Writing Skills through the Application of
Sycnectic Model of Teaching Using Audiovisual Media,” English Language Teaching Educational Journal
(ELTEJ) 1, no. 3 (2018): 176, https://doi.org/10.12928/eltej.v1i3.293
3
Wahab Syahirul Alim, English for Islamic Studies (Kadur: Duta Media Publishing, 2019), 74.
4
Lailatul Husna, Zainil, danYenni Rozimela, “An Analysis of students’ Writing Skill in Descriptive Text at Grade
XI IPA 1 of MAN 2 Padang,” Journal English Language Teaching (ELT) 1, no. 2 (July, 2013): 2.
 with indonesian. Take example like translate the noun with adjective into english, they
translate without use grammar whereas grammar in writing is important.
Based on those problems, there is a way to solve it, namely using chain writing
method. Chain writing method is a method that is used to help students in the learning
process of English lesson especially in writing activity.5 In the chain writing method, each
student works in groups. Each group write down their feelings and ideas in a text and it
will be the complete text that has been written by students. 6 Employing this method will
make students more fun in study Englishbecause the chain writing method is like a game,
which aims to make students excited and interested in learning to write a text including
descriptive text.7 Therefore this method can be used in teaching learning process
ofdescriptive text.
Based on the problem above, the researcher decides to conduct a research entitled.
“Enhancing the Students’ Writing Skill in Writing Descriptive Text through Chain
Writing Method at Eighth Grade of SMPI Assyafiiyah”

C. Research Problem
According to Creswell, research problem are the educational issues, controversies,
or concerns that guide the need for conducting a study.8 The problems of the present
study are as follow:
1. How to teach descriptive text through chain writing method?
2. How can chain writing teaching method enhance the students’ writing skill in writing
descriptive text?

D. Research Objective
Related to the research problem, this research aims as follow:
1. To know how to teach descriptive text through chain writing teaching method.
2. To know how the chain writing method can enhance the students’ skill in writing
descriptive text.

5
Retno Fitriyanti, “The Effect of Chain Writing Method on Writing for Grade 3 Students,” Scholaria 7 no. 3
(September, 2017): 277.
6
Anggun Pertiwi, “Chain Writing Method and Media Picture in English Descriptive Text Learning,” Inference:
Journal of English Language Teaching 2 no. 1 (March, 2019): 28.
7
Ibid, Anggun Pertiwi, “Chain Writing Method and Media Picture in English Descriptive Text Learning,” 28.
8
John W. Creswell, Educational Research, Forth Edition (Boston: Pearson, 2012), 59.
 E. Significance of Study
This research will explain about the improving of study of enhancing students’
writing skill in writing descriptive text through chain writing teaching method at eighth
grade of SMPI Assyafiiyah as follow:
1. Theoretically
This research is expected to give knowledge about the enhancement of the
students’ writing skill in writing descriptive text through chain writing teaching
method at eighth grade of SMPI Assyafiiyah.
2. Practically
It can enrich the student’s knowledge as the candidate of English teacher language
for their students in the future. This research also helps the teacher as the evaluation
in the teaching learning process.

F. Hypothesis
Hypothesis is a tentative answer to a research problem whose validity remains to
be tested empirically.9 There are two hypothesis namely null hypothesis and alternative
hypothesis as follow:
1. Null hypothesis (Ho): There is no enhancement the students’ writing skill in writing
descriptive text through chain writing teaching method at eighth grade of SMPI
Assyafiiyah.
2. Alternative hypothesis (Ha): There is enhancementon students’ writing skill in
writing descriptive text through chain writing teaching method at eighth grade of
SMPI Assyafiiyah.

G. Scope and Limitation

A scope based on guide writing of scientific word of IAIN Madura, the important
thing to discuss is population or subject of research. 10 Whereas limitation according to
Creswell are potential weakness or problem the study identified by researcher. 11 So, the
scope of this research is how to enhance the students’ writing skill in writing descriptive

9
Pedoman Penulisan Karya Ilmiah, Revisi 2020 (Pamekasan: Stain Pamekasan Press, n.d.), 18.
10
Pedoman Penulisan Karya Ilmiah, 19.
11
John W. Creswell, 199.
 text through chain writing method. While the limitation is at eighth grade of SMPI
Assyafiiyah.

H. Definition of Key Term

To avoid misunderstanding about the definitions that are used in the research, the
researcher give some explanation that concerns with the definitions. They are:
1. Enhancement is a change from being unable to doactivities and starting do the
activities to be better.
2. Writing is an activity to express and to create ideas in written form. Writing
descriptive text is make an activities in writing to give describing object, person, or
place.
3. Chain writing is teaching method that conduct in group by students which each
member of group had task to could write in alternate.

I. Previous Study
There are some previous researches, they are as follows:
1. Tika Dwisari conducted research entitled “The Implementation of Chain Writing
Method to Increase Students’ Ability Writing Narrative Text at MTs. Al-Muttaqin
Padang Tualang Langka in 2018”. She stated that the result of data analysis showed
that there was improving students’ ability at writing narrative text from each cycle. It
showed from that mean of pre-test was 60.16, the mean of post-test I was 72.96, and
the mean of pot-test II was 80.53. The research concluded that the students’ ability at
writing narrative text was improved by using chain writing. The similarity between
the previous study and the present study is using chain writing method and
Classroom Action Research (CAR) as research design. While the difference between
the previous study and present study such as, in the previous study the researcher
discuss about Narrative Text. Whereas in the present study the researcher will
discuss dig further about Descriptive Text.
2. Putri Fitriyani conducted research entitled “The Effect of Using Chain Writing
Method on Students’ Writing Performance of Recount Text at the Second Grade of
MTs. Negeri 2 Tangerang in 2019”. She stated that the data analysis showed that the
chain writing method had a significant effect on students’ writing performance of
 Recount Text at the second grade students of MTs. Negeri 2 Tangerang. It showed
from pre-test that both classes had a slight difference in the mean score, where
experimental class got 53.38 and the control class got 50.29. However, the post-test
score showed that the experimental class got higher mean score (75.03) than the
control class (60.32). Moreover, after calculating the data using t-test, the result
showed that t-test (5.43) was higher than the t-table in significant level of 5% (2.00)
and 1% (2.66). The similarity between the previous study and the present study is
using chain writing method. While the difference between the previous study and
present study such as, in the previous study discuss about Recount Text which used
quantitative quasi-experimental research design. Whereas in the present study the
researcher will discuss dig further about Descriptive Text which use Classroom
Action Research (CAR) research design.

J. Review Related Literature

1. Writing
a. Definition of Writing
According to tarigan, writing is an activity to produce or draw graphic
symbols, which represent a language that is understood by people. 12 Every people
can write their feel or idea but not of them can write down it esy. Sometimes it
can be difficult for the people make a writing. To be a good writer needed often
try and practice it.
Another definition of writing from Sapkota, writing is the act of putting
down the graphic symbols that present a language in order to convey some
meaning so that the reader can grasp the information which the writer has tried to
impart.13 The writing will give information for a reader which need it. This
activity make students had critical thinking in pourtheir written.
Tarigan stated, generally the function of writing is a tool of
communication not direct. In this case contains that with written so the people can

12
Ibid, Risky Ayu Mahrdhikaningrum, “Using the Brainstorming Technique to Improve the Eight Grade Students’
Writing Ability at SMP N 1 Nanggulan Kulon Progo,” 10.
13
Putri Fitriyani, “The Effect of Using Chain Writing Method on Students’ Writing Performance of Recount Text,”
(Dissertation, Syarif Hidayatullah State Islamic University Jakarta, 2019), 7.
 delivery an idea or thought without must meet directly. 14 Whereas according to
Keraf, he stated that the hopes to give information and accept information from
other peoples, consolidate other people in their mindset in catch an information,
describe a thing, sound, and tell an incident that hear to other peoples.15
Based on the function above, the researcher get conclusion that the
function of writing is a tool of communication from writer where do not directly
and the purpose of writing is give an information to reader.

b. Aspects of Writing
There are five aspects in writing, they are as follows:
1) Content is a paragraph must develop the main content.
2) Organization is the explanation clear, every sentence support main idea of
paragraph, and every add a new sentence that must support the before of
sentence.
3) Vocabulary is select the suitable words with the content of paragraph.
4) Grammar is the correct arrange in sentence.
5) Mechanic is process of writing must follow the rules such as: spelling,
punctuation, and capitalization.16
The aspect of content, organization, vocabulary, and mechanic is very
important in a written. This case can make the writer easier when measure the
success or not the process of writing.

c. The Genre in Writing

Thoreau simply states that genre in writing or genre writing is a kind or
type of writing in which it has a typical style, particular target of readers, and a
specific purpose.17 Beside that, Ann stated that genre is viewed as a type of text or

14
Risky AyuMahrdhikaningrum, “Using the Brainstorming Technique to Improve the Eight Grade Students’
Writing Ability at SMP N 1 NanggulanKulonProgo,” 25.
15
Marteni, “Enhancing the Students’ Writing Skill Through Technological Writing Feature of Wridea,” Journal of
English Education and Teaching (JEET) 4, no. 1 (March, 2020), 144.
16
Egi Novitasari, “The Effectiveness of Using Chain Story Technique Towards Students’ Ability Writing
Descriptive Text at the First Semester of the Eight Grade of SMP Perintis 2 Bandar Lampung,” (Dissertation, State
Islamic University of Raden Intan Lampung, 2019), 20-21.
17
I Wy.Dirgeyasa, “Genre-Based Approach: What and How to Teach and to Learn Writing,” English Language
Teaching 9, no 9 (June, 2016): 46, http://dx.doi.org/10.5539/elt.v9n9p45.
 writing text, it is typical model of writing product having different features and
characteristics.18 It means the genre in writing is the type of writing which each
genre has a different generic structure and linguistic features.
According to I Wy. Dirgeyasa, there are some genre of text in writing,
they are:
1) Descriptive text
Description or descriptive text is a text that describe or illustration the object,
person, and place with involve the sense.
2) Recount text
Recount text is a text retelling an even or experience in the past.
3) Narrative text
Narrative text is a text that entertain and to deal with actual or various
experience in different ways. Narrative deal with problematic events which
lead to a crisis or turning point of some kind, which in turn find a resolution.
4) Procedure text
Procedure text is a text explains how something works or how something is
done which through a sequence of action or steps.
5) Report text
Report text is a text to describe the way around of our environment. Usually
tells the nature or non-natural phenomenon or even social phenomenon.
6) Explanation text
Explanation text is a text that explaining a process of formation. This genre
explains why an object exists.
7) Discussion text
Discussion text is a text which presents a problematic discourse. This
problem will be discussed from different points of view.
8) Hortatory exposition text
Hortatory exposition text is a type of English text belongs to the class of
argumentation.

18
Ibid, I Wy. Dirgeyasa, 47.
 9) Analytical exposition text
Analytical exposition text is a text that elaborates the writer’s idea about the
phenomenon surrounding.
10) News item text
News item text is a text that informs the daily and real factual happening in
human life.
11) Spoof text
Spoof text is text that tells a funny incident or event that has happened in the
past.
12) Anecdote text
Anecdote text is a text that shares with others an account of unusual or
amusing incident.
13) Commentary text
Commentary text is a text that uses analysis and interpretation to find patterns
of meaning in events, trends, and ideas.
14) Book review text
Book review text is both a description and an evaluation of a book. It should
focus on the book’s purpose, contents, and authority.
15) Critical review text
Critical review text is the summarization and evaluation of the ideas and
information in an article.19

2. Descriptive Text
a. Definition of Descriptive Text
Descriptive text is a text that describes objects, people, and places. In
descriptive text the reader will imagine the situation, feelings, and can feel what is
being done in the explanation of the text. Expressing ideas in written form
requires creativity and the ability of students to tell them through writing. 20So that
students can think analytically about the contents of the essay they have written.

Ibid, I Wy. Dirgeyasa, 50-53.

19

Romanda Pratama Putra, Siti Samhati, dan Iqbal Hilal, “Pembelajaran Menulis Teks Deskripsi pada Siswa Kelas
20

VIII SMP Negeri 7 Bandar Lampung,” Jurnal Kata (Bahasa, Sastra, dan Pembelajarannya), (Desember, 2018): 1.
 While the characteristics of descriptive text are (1) describing an object
such as: a person object, certain places, (2) involving the five senses (sight,
hearing, and touch), (3) describes the physical characteristics and properties of
certain objects, such as: size, shape, colour, and personality in a clear and detailed
manner, (4) many words or phrases are found that mean adjectives or
circumstances.21 Descriptive text is easy to guess by looking at the characteristics
of the use of words and form the structure of the text which does not escape from
describing the subject itself.

b. Generic Structure of Descriptive Text

According to Paltridge, generic structure is a general form of a genre; each
genre has its own generic structure, it describes the structure of text based on its
internal patterning of the rhetorical organization.22 Every texts had different
generic structure, the function is to help students in write descriptive text.
The structure of the descriptive text is divided into three structures,
namely (1) identification, this section contains the determination of the identify of
a person, object, or other object, (2) description, this section describes the
classification of the object described which explained in more detail by providing
clear pictures, (3) closing, general impression.23 It is important to pay attention to
the structure of the text, the goal is that there are differences between descriptive
text and other texts.

c. Types of Descriptive Text

According to Abigail in a journal of Wa Ode Sry Mulyani, Hilaluddin
Hanafi, and Erny Harijaty stated that there are three types of descriptive text as
follow24:

21
Dian Ekasari, “Kemampuan Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri 1 Sindue Melalui Metode Mind
Mapping,” Jurnal Bahasa dan Sastra5, no. 3 (2020): 20.
22
Novia Sartika dan Mochamad Nurdin, “Students’ Ability in Writing Descriptive Text Based on its Generic
Structure at the Tenth Grade Students of Vocational High School,” Professional Journal of English Education2, no.
4 (July, 2019): 437.
23
Sherlina Jamal, “Kemampuan Menulis Teks Deskripsi Berdasarkan Pengamatan Langsung Siswa Kelas VII SMP
Negeri 3 Sungguminasa Kabupaten Gowa,” Jurnal Pendidikan Bahasa dan Sastra Indonesia (November, 2018): 6.
24
Wa Ode Sry Mulyani, Hilaluddin Hanafi, dan Erny Harijaty, “Kemampuan Menulis Teks Deskripsi Siswa Kelas
VII SMP Negeri 2 Raha,” Jurnal BASTRA (Bahasa dan Sastra) 4, no. 3 (Juli): 9.
 1) Place description
This description provides a very important exposure to be described in
detail. Correct writing can make readers feel as if they can feel what author
feels. For example, tourist attractions and places that have an impression.
2) time description
This description uses time as a sign which is the time sequence that occurs
in the text. Readers can compare events in a chronological order. For
example, take a walk to town.
3) People description
This description can describe several aspects such as: the property field,
the physical field, and the character field.

3. Chain Writing Method

a. Definition of Chain Writing Method
Chain writing is a learning method by doing or active learning which aims
to enable students to associate learning as a fun activity. 25 Chain writing means a
method are written by group of students which trying to connect the sentence by
sentence to make complete a writing. According to Syathariah, chain writing is a
method that requires students to be active in the learning process and which has
the goal to make the students enjoy the learning process in the class.26 The
students can study enjoy and the lesson more easy to understand by students that
explained by teacher in front of the class. Students feeling become enjoy and see
sense with hear sense can be focus in learning process.

b. Benefits of Chain Writing Method

There are some benefits in using chain writing method to teacher such as:
first, this method can attracts the students in the learning process especially in
learning descriptive text. It is help teacher to make the students more
understanding about the lesson. And the second is teacher will know the weakness
25
Tika Dwi Sari, “The Implemantation of Chain Writing Method to Increase Students Ability Writing Narrative
Text at MTs. Al-Muttaqin Padang Tualang Langkat,” (Dissertation, State Islamic University of North Sumatera
Medan, 2018), 2.
26
Ibid, Putri Fitriyani, “The Effect of Using Chain Writing Method on Students’ Writing Performance of Recount
Text,”17.
 and strength of each students, it can see when the students come forward and write
down their idea in the white board.
Whereas the benefits for students such as: first, students give attention to
teacher; second, students will be active in learning process in the class; third,
students not feel bored because this method is conducted by group; and the forth,
students become better in writing and got confidence to pour their ideas.
Learning in a group also helps the students decrease the difficulties of
their writing. For example, when the members of a group forgot or did not know
what they will write down, here the others member of a group can help him or her
to remember or construct the idea. Beside that this method can develop their
imagination because each members of a group will write a different story.

K. Research Method
1. Research Design
This research uses classroom action research (CAR), according to Kemmis, that
“Classroom action research is a form of reflective and collective research conducted
by researcher in social situations to improve their reasoning social practices.” 27
Meanwhile, according to Elliot stated that “Research is a study of social situations
with a view to improving the quality of action through the process of diagnosis,
planning, implementation, monitoring, and studying the effects it causes. 28 That
means classroom action research is research carried out with special actions to
improve student learning performance in class.
Etymologically, there are three terms that have a relationship with classroom
action research namely, research, action, and class.29 First, research is a problem
solving that is doing systematically, empirically, and controlled. The research
process is doing stages starting from the existence of problems and problem solving.
Second, action is a certain treatment doing by the teacher to direct the performance
improvement carried out. CAR is not only conducted with the aim of knowing
curiosity about something that is done in class but also to improve performance in

27
Wina Sanjaya, Penelitian Tindakan Kelas (Jakarta: Prenada Media, 2016), 20.
28
Wina Sanjaya, 20.
29
Wina Sanjaya, p. 21-22.
 order to achieve maximum results. Third, the class shows where the teaching and
learning process takes place. Classroom action research is conducted in real terms
without setting, according to the conditions in the classroom and the teacher is fully
responsible for the class.

2. Data Collection Procedures

Classroom action research is research that tries teaching methods that are repeated
or cyclical. This research will be conducted in two cycles that consisting of planning,
action, observation, and reflection. The both this cycles the function is to see there
are no change in student result after commit an action. Below is the explanation of
research process in every cycles that will be implemented is:
Cycle I
a) Planning
Planning is an activity to design in detail what and how the actions will be
taken.30 The researcher conduct the planning as follows:
1) Determine the subjects
The researcher will research the problem of writing skill in writing
descriptive text. Here, the researcher will be explain the subjects clearly and
detail.
2) Arrange the lesson plan
Lesson plan is important because lesson plan will use in the next cycle that
is called by action. Without lesson plan the researcher never get the result of
the research and also the learning process is not run well. Surely, the lesson
plan is about descriptive text, students’ impresses is in the how to write a
descriptive text.
3) Prepare learning resources
Before the researcher conduct this research, better when prepare the
sources of study that relate with the descriptive text which can be support the
teaching learning process.
4) Arrange the observation sheet

30
Suharsimi Arikunto, Suhardjono, dan Supardi, Penelitian Tindakan Kelas (Jakarta: Bumi Aksara, 2019), p. 143.
 The observation sheet has a benefit for the researcher such as can help
researcher to measure the enhancement of the students’ in the class. Not only
measure the result of their written but also measure anything of students’
during pre-test and post-test.
b) Action
Action is an activity in the form of applying a new model or teaching method,
the action is carried out in at least two cycles, and each cycle consist of three
meetings.31 The researcher conduct the action as follows:
1) Implement the action based on lesson plan.
2) Giving pre-test before treatment, post-test I, and post-test II.
c) Observation
Observing is the act of gathering information that will be achieved to find out
whether the actions taken have gone based on the expected plan. Observation can
be in the form of data collection through observation, test, questioner, and
others.32 The researcher conduct the observing as follows:
1) Conduct observations with using an observation sheet.
2) Assess the results of the action using the lesson plan.
d) Reflection
Reflection or evaluation is to find out what is lacking in the action that have
been taken. The reflection results are used to make improvements to the planning
in the next cycles.33 The researcher conduct the reflecting as follows:
1) Evaluate the actions have been taken.
2) Improving the implementation of actions based on the results of the
evaluation to be used in the next cycles.
3) Evaluation of the first action.

Cycle II
in this cycle, the steps of the activities undertaken are the same as the steps that
have been implemented in cycle I. Cycle two is implemented to correct errors that

31
Ibid, Suharsimi Arikunto, Suhardjono, dan Supardi, p. 144.
32
Ibid, Suharsimi Arikunto, Suhardjonp, dan Supardi, p. 144.
33
Ibid, Suharsimi Arikunto, Suhardjono, dan Supardi, p. 144.
 occur in the implementation of cycle I so that what has not been achieved in cycle I
will be achieved action in cycle II.

Cycle classroom action research 34

3. Setting Research
This research was conducted at SMPI Assyafiiyah in Desa Tamberu Kecamatan
Batu Marmar Kabupaten Pamekasan. The researcher choose the place because here
there is problem which related with the researcher’s study.

4. Subject Research
The subject or participant in this research are the students of eight grade of SMPI
Assyafiiyah the total participant was 30 students. Which is consist of 30 students,
there are 12 boys and 18 girls. The researcher choose eight grade because it has a
related with this research which they has an information.

5. Data Collection

34
Ibid, Suharsimi Arikunto, dkk, Penelitian Tindakan Kelas, p. 143-146.
 a. Research Instrument
Research instrument is a tool used by researcher to collect data. 35 In this
research, the researcher uses test and documentation as the instrument because
researcher needs students test score as a data. There are:
1) Test
The instruments of this research uses a test. The test are consist of pre-test
and post-test. The meaning of pre-test is the test that taken before the students
gets treatment. Whereas the post-test is the test that taken after the students
gets treatment. In this research uses chain writing method as treatment.
2) Observation
Observation is the process of gathering open-ended, firsthand information
by observing people and places at a research site. 36 Beside that, there are two
kinds of observation: the first is participant observer. It has meaning the
researcher directly conduct the observation in the class and involved in the
learning process, and the second is nonparticipant observer. It has meaning
the researcher only sit down, watch, and record the phenomenon that
researched.37
The researcher use participant observer which the researcher conduct own
the research without teacher in the class only the researcher or students
college. It will be support the researcher conduct her study and to know the
method is enhancement or not.
3) Documentation
According to Suharsimi Arikunto, documentation involves the researcher
investigates written sources such as books, magazine, documents, written
rules, daily notes, and etc.38 The researcher will give documentation in this
research such as: lesson plan from researcher, photos of teaching and learning
process, students’ name list of eighth grade, students’ score which analyse the
test by rubric analytical.

35
Pedoman Penulisan Karya Ilmiah, 23.
36
Creswell, page. 236.
37
Creswell, page. 237.
38
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: Rineka Cipta, 2010), hal. 193.
 b. Data Collection Technique
Techniques in data collection as follow:
1) Test
Test are conducted before and after treatment, the treatment of this
research is using chain writing method. It can be call the pre-test and post-
test.
2) Observation
Researcher use sheet observation in every activity while do the action. The
researcher must know the indicators of sheet observation and observing the
students and the situation of the class.
3) Documentation
The documentation were conducted in anything activity that done in the
action of cycle and anything that include into the research.

6. Data Analysis Technique

In analysing the data related to the students’ test of writing, the writer uses
analytical scoring rubric adapted Aris Junaidi dkk. 39 There are five components
presented in the analytical scoring rubric for writing such as: content, organization,
vocabulary, language use, and mechanic. The following table is the analytical scoring
rubric used by the writer to analyse the students’ writing descriptive text.

Analytical scoring rubric adapted from Aris Junaidi40

Aspect Score Criteria

Isi
4 Isi sesuai dengan judul
3 Isi hampir menggambarkan dengan judul
2 Isi sedikit sesuai dengan judul

39
Aries Junaidi dkk, Panduan Penyusunan Kurikulum Pendidikan Tinggi (Jakarta: Direktorat Jenderal Pendidikan
Tinggi Dilindungi Undang-Undang, 2020), page. 53.
40
Sara Chusing Weigle, Assesing Writing (Edinburgh: Cambridge University Press, 2002), p. 116.
 1 Isi tidak sesuai dengan judul
Organisasi
4 Isi teks deskripsi sangat terorganisasi
3 Isi teks dskripsi hampir terorgainsasi
2 Isi sedikit terorganisasi
1 Isi tidak terorganisasi
Kosakata
4 Kosakata sangat sesuai dengan penempatannya
3 Kosakata hampir sesuai dengan penempatannya
2 Kosakata sedikit sesuai dengan penempatannya
1 Kosakata tidak sesuai dengan penempatannya
Bahasa/tata Bahasa/tata Bahasa sangat sesuai dengan structure
4
bahasa Bahasa/tata Bahasa hampir sesuai dengan structure
3
Bahasa/tata Bahasa sedikit sesuai dengan structure
2
Bahasa/tata Bahasa tidak sesuai dengan structure
1
Mekanik Mekanik penulisan seperti tata letak, ejaan, dan
4
capitalisasi sangat sesuai dengan pedoman
penulisan
Mekanik penulisan seperti tata letak ejaan, dan
3
capitalisasi hampir sesuai dengan pedoman
penulisan
Mekanik penulisan seperti tata letak ejaan, dan
2
capitalisasi sedikit sesuai dengan pedoman
penulisan
Mekanik penulisan seperti tata letak ejaan, dan
1
capitalisasi tidak sesuai dengan pedoman penulisan

To get the mean of students’ writing score within one cycle uses the
formula:

M = ∑x/N
 M : Mean
∑x : The total value of X
N : The total number of students.41

7. Success Criteria
The success of action research is marked by a change in the direction of goodness.
Indicators of success in classroom action research are grouped into two aspects:
a. Indicators of success seen from a writing descriptive text as follows:
1) Use the vocabulary properly of descriptive text.
2) The sentence must be in good grammar.
3) Have a good generic structure of descriptive text.
4) The descriptive must be in good organization.
b. The result of success indicator, described from in the practice of writing
description through chain writing method. Success is obtained if there is an
increase with 75% of students achieving an average value of approximately 70%
between the achievement of research subject before being given action and after
being given action.

41
Anas Sudijono, Pengantar Statistika Pendidikan (Jakarta: Raja Grafindo Persada, 2008), p. 75.
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