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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.

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