commit to user
38 research, action research is carried out in order to improve the students’ writing
skill. This action research is conducted into two cycles. Each cycle consists of
four steps. They are planning, acting, observing, and reflecting. The followings are the short explanations of the steps:
1. Planning
There are a set of activities as follows: a. Interview the collaborator
This is done to obtain the detailed information concerning to the students’ condition and the description of the teaching and learning process, the
researcher interviews the collaborator before conducting the research. b. Interview the students
The researcher interviews the students to get enough information about their problems and difficulties in the writing skill.
c. Share ideas with the collaborator The researcher share ideas with the collaborator to discuss the lesson plan,
teaching media, and students` worksheet. It is also directed to obtain the data and the teaching learning process runs well.
d. Pre-test The researcher designs a pre-test for the students before treatment to find
out the students’ prior knowledge.
commit to user
39 e. Questionnaire
The aim of the questionnaire is to know the students’ opinion about the speaking learning teaching process. Furthermore, to know the students’
needs interest, and problems in writing. f. Design treatment
To improve the students’ writing skill, the researcher designs a treatment which is going to be implemented in the teaching learning process of
writing.
2. Acting
There are a set of activities that will be done during the implementation process as follows:
a. Building Knowledge of Text BKOF First of all in pre-meeting, the students in group are asked to find out the
examples of descriptive text on the internet, and then send it to the teacher’s e-mail address. The students are introduced to the learning
materials which are essential for the next part of the writing teaching process such as organizing ideas logically and coherently, supporting
details, using punctuation and capital letter, selecting appropriate vocabulary, and grammar. Besides, they are also introduced the
instructions of e-mail, various vocabularies related to e-mail, and how e- mail is operated. The aim of this stage is to make sure that the students
have enough background of the topic or field to be able to write about it.
commit to user
40 b. Modeling of Text MOT
The teacher provides the examples of descriptive text taken from the students’ assignments in the pre-meeting which are sent via e-mail. The
aim of this stage is to make the students familiar with the purpose or social function, language features and generic structure of the text they are going
to write by giving the example of text models. c. Joint Construction of Text JCOT
The students should make a kind of writing in pair, and then they send and share their tasks to others via e-mail. It is used to know the students’
cooperation and motivation. The task and activities in this stage are designed to enable students to: explore further the purpose of the genre
and its relation to the topic or field; contribute knowledge of the field in the shared construction of a text; and negotiate with the teacher and other
students to construct a written text. d. Independent Construction of Text ICOT
This is the final stage of the cycle when the students write their own text. The teacher provides a project to be accomplished by the students via e-
mail individually. The project is making descriptive writing by paying attention to some writing aspects namely; the use of punctuation and
capital letter, vocabulary, grammar, supporting detail, and organizing writing well. The teacher’s main role is to provide constructive comment
to the students on what further development if it is necessary.
commit to user
41
3. Observation
