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8. Assign students to discuss and describe the events in the picture
become an expert in their part of the story. 9.
Collect the pictures. 10.
Reorganize the class into Home groups after each student has a summary of a part of the story or a description of one picture. The
rearrangement can be shown in Figure 2.4 11.
Ask each student to present and share her or his part of the story to the group, in order to get the whole story.
12. Ask students to write the complete story individually so that students
quickly come to realize that these sessions are not just fun and games but really count.
13. Ask students to revise their draft on content and organization
using the revising guide.
14. Give students a chance to edit their writing in terms of grammar,
spelling, capitalization, and punctuation using editing guide. 15.
Submit the students’ final draft and completed versions by reading aloud at the end of the session.
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CHAPTER III RESEARCH METHODOLOGY
This chapter discusses research design, subject of research and setting, and the Classroom Action Research CAR procedures which includes
preliminary study, planning the action, implementing the action, observing the action, and reflecting on the results of the action, technique of collecting data,
technique of data analysis, and the criteria of the action success.
A. The Research Design
The research design in this study was the classroom action research which focused on a particular group of students in a certain classroom. Mills
defines action research as any systematic inquiry conducted by teacher researchers, principals, and school counselors in the teaching and learning
environment to gather information about a how their particular school operates, b how teachers teach, and c how well their students learn.
1
1
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, Ohio: Merrill Prentice Hall, 2003, p.5
27
In line with Kember who stated that action research has several major characteristics; 1 action research is concerned with social practice
which it involves direct interaction of teacher and group of students 2 action research is aimed towards improvement 3 action research is a
cyclical process which involves some phases of planning, acting, observing, and reflecting 4 action research is pursued by systematic inquiry 5 action
research is participative.
2
According to Ebbutt, action research is about the systematic study of attempts to improve educational practice by group of participants by
means of their own practical action and by means of their owns reflection upon the effects of those actions.
3
Moreover, Carr and Kemmis define classroom action research as a form of self reflective inquiry undertaken by participants in social situation
in order to improve the rationality and justice on their own practices, their understanding of these practices, and the situations in which these practices
are carried out.
4
Considering the definitions above, it can be concluded that classroom action research carried out as a device to overcome problems in
learning activity in the class in order to improve the quality of teaching and learning process.
The writer applied classroom action research model, as a cyclic process, proposed by Kemmis and Mc Taggart, which consists of four steps,
namely, planning, implementation, observation, and reflection. Planning stage focuses on how to set up a teaching and learning strategy to be used to
overcome problems which occurs in the class. During the acting stage, the practitioner tries out the strategy. The observation stage includes collecting
data on the results of the strategy. Finally, during the reflection stage,
2
David Kember, Action Learning and Action Research, London: Kogan Page Ltd, 2000, p.24-28
3
Nurul Zuriah, Metodologi Penelitian Sosial dan Pendidikan Teori-Aplikasi, Jakarta: Bumi Aksara, 2007, p.70
4
David Nunan, Understanding Language Classrooms, United Kingdom: Prentice Hall, 1989, p. 12
28
conclusions are drawn and the original plan revised based upon the conclusions so that a new cycle can begin see Figure 3.1.
Figure 3.1 Classroom Action Research Design of Kemmis Mc Taggart Model
The action research in this study was a collaborative classroom action research, means that the writer was assisted by one of the English
teachers as her collaborator in conducting this study. Together with her, the writer did at all of the research activities starting from the planning of the
action, the implementation of the action, the observation of the implementation and the reflection of the implemented action. The writer
acted as a teacher who taught writing using Jigsaw technique, while the collaborator acted as the observer who observed the implementation of
action and the whole process of teaching and learning. According to Brown, this kind of the action research design is
called a systematic process of collaboration that in which one teacher observes and gives feedback with some form of reciprocity to another
