2003 stated that underlining and direct correction in the students‟ writing product could decrease grammatical and lexical errors in their next writing as
cited in Hyland and Hyland. 2006. p.4. Williams 2002 described that the feedback could develop both a text and the
students‟ writing skills as cited in Hyland, K and Hyland, F, 2006, p.5. Besides, the students paid more attention into teachers‟ feedback rather than other
feedback. Leki et al. 1991 noted “ESL students greatly value teacher written feedback and consistently rate it more highly than alternative forms, such as peer
feedback and oral feedback in writing conferences” as cited in Hyland, K and Hyland, F, 2006, p.3
8. Classroom Action Research a. Definition of Classroom Action Research
Mills 2007, as cited by Mertler 2009: 4 points out that Action research is defined as any systematic inquiry conducted by teachers,
administrators, counselors, or others with a vested interest in the teaching and learning process or environment for the purpose of gathering information
about how their particular school operate, how they teach and how their students learn.
From the definition above, action research is a research which is done by people in order to find the solution of the problem by gathering and analyzing the
data. Furthermore, action research is an activity undertaken by teachers to improve their performances and teaching skills in the classroom. Mertler 2009 also reveals
that action research allows the teacher to conduct a research in the classroom in order to make improvement or better understanding in some areas subject p. 4. It means
that action research is conducted to solve the students‟ problems after the teacher implements some actions in the classroom. There are three main things in Classroom
Action Research. The things are problem, solving and improvement. In Classroom Action Research it should be a problem, then the researcher should try to overcome
the problem by choosing the best strategy. After implementation, it is expected that the students can make improvement or better understanding about certain subject.
B. Conceptual Framework
In conceptual framework, the researcher tried to relate the theory and this research. Ralmes 1983 states, writing can teach the students to learn about grammar, idiom and
vocabulary that the teacher has been taught p. 3. By writing some sentences, students can practice how to make sentence with an appropriate grammar. By understanding
grammar of language, the students are able to understand the meaning of language. This is the important thing why the students should learn to write.
The researcher chose two processes of writing according to Tiedt 1989 which were students learn to write by reading and writing can be taught. In those processes
the students and the teacher analyzed the text and discussed the text together. This research used genre-based approach as the approach to write. The students learn from
the model of the text, discuss the text with the teacher and try to construct their own text by writing different text.
The students of social class 2 of students MAN II Yogyakarta had difficulty in writing narrative texts. They made a lot of grammatical errors especially while using
