46
2. Acting
The plan is a carefully considered one which involves some deliberate interventions into the teaching situation that the researcher puts into action over an
agreed period of time. The interventions are ‘critically informed’ as the researcher questions her assumptions about the current situation and plan new and alternative
ways of doing things.
3. Observation
This phase involves the researcher in observing systematically the effects of the action and documenting the context, actions and opinions of those involved.
It is a data collection phase where the researcher uses ‘open-eyed’ and ‘open- minded’ tools to collect information about what is happening.
4. Reflecting
At this point, the researcher reflected on, evaluated and described the effects of the action in order to make sense of what has happened and to
understand the issue the researcher has explored more clearly. The researcher may decide to do further cycles of AR to improve the situation even more, or to share
the ‘story’ of the research with others as part of the researcher’s ongoing professional development.
F. Writing Scoring Scheme and Writing Correction Symbols
In dealing with writing scoring scheme, the researcher used an analytic scale for rating composition tasks proposed by Brown and Bailey 2004: 244-
47 245. In this method, there are five components to be scored; they are
organisation, content, grammar, mechanics and style, as presented above. This scoring scheme is called as analytical writing scoring scheme because it can
enable learners to home in on weaknesses and to capitalise on strength. Moreover, Brown 2004: 243 suggests that classroom evaluation of learning is best served
through analytic scoring. The writing symbol used in this research was simple writing symbols
taken from Oshima and Hogue 1997: 217-218. They are not all writing correction symbols above used in the research. There are also some symbols
which are made by the researcher herself. The symbols used in this research are as follow:
Table 2: Writing Correction Symbols used in the Research
Number Symbol
Meaning 1.
S Subject Needed
2. V
Verb Needed 3.
P Punctuation
4. =
Capitalisation 5.
VT Verb Tense
6. SV
Subject-Verb Agreement 7.
SP Spelling
8. ?
Confusing Sentence
48 4:01
CHAPTER IV RESEARCH FINDINGS
This chapter presents the research process of the Cycle I and Cycle II. Each cycle consists of planning, acting and observing, and reflecting. This chapter
also shows the quantitative data obtained during the research in relation to support the qualitative data. The details of the process are presented below.
A. Identification of the Field Problems
Before identifying the field problems on students’ writing skills, preliminary observation, some interviews, and a pre-test were conducted. To
know more about the teaching and learning process in the class and the problems encountered, some interviews were done. The interviews also aimed to meet the
catalytic validity. Moreover, observation was conducted to make the data more reliable, and pre-test was conducted. The pre-
test was held to measure the students’ skills on writing.
After the researcher conducting the preliminary observation, interviews, and pre-test, there were some problems found. The problems found in observation
were the lack media used by the teacher in the teaching and learning process and the lack of enthusiasm the students had. For the media, the only media the teacher
used was a textbook
English on Sky
and the students should bring it every meeting. The teacher also seldom teaches writing as presented below.
R : Bagaimanakah cara Ibu mengajar writing selama ini?
How do you teach teaching writing?
T : Wah, saya jarang mengajar writing e mbak. Tapi kalau ngajar
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