that, she conducted a pre-test to measure the students’ writing ability. The next step is planning the actions. After the data was collected, the researcher and the English
teacher discussed about the solution of the problems and decided to use cue card as media. The researcher made the course grids and lesson plans. Then, she
implemented the actions by using cue cards and observed the actions. In the last step, the researcher and the collaborators made reflections. Finally, by using cue card in the
teaching writing, the problem of writing among grade VIII-E students of SMP Negeri 4 Yogyakarta could be solved and their writing ability could be well improved.
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CHAPTER III RESEARCH METHOD
A. Type of the Research
The goal of this research was to improve the students’ writing ability using cue card. This research was an action research study. Firstly, the researcher tried to
find and identify the problems during the English teaching and learning process. Then, she found problems of writing. She discussed with the English teacher as her
collaborator to find the solution of the problems. As Stephen Kemmis and Robbin McTaggart 1988 in Burns 2010: 7-8, the research design used in this research was
the spiral of cycles of planning, action, observation, and reflection.
B. Settings of the Research
1. The Place of the Research The research was conducted in SMPN 4 Yogyakarta. It is located in Hayam
Wuruk St. No. 18 Lempuyangan, Yogyakarta. It is near Lempuyangan railway station. The school is located in the centre of the city, so the access is quite easy. The
school is quite small. It has 18 classes from grade seven until nine. There are six classes for each grade. SMPN 4 Yogyakarta has enough facility to support the
teaching and learning process. Each class has LCD projector and speaker. The other facilities are library and language laboratory. Total student in SMPN 4 Yogyakarta is
more than five hundred.
