Figure 3.2 Relationships of Cycles in Research Procedure C. Research Procedure
The research procedure is concerned with the process of improving the students‘ imaginative writing skills through A Four-Phase Technique for the
learners of SMU 2 Sukoharjo at the eleventh grade. The pre-research will do steps like collecting and analyzing data of students and their learning needs. Then it
continues with cycles of action research divided into four cycles: 1 the planning stage which is the designing and preparing of the technique, strategies, media into
lesson plans, 2 the action stage which is the teaching-learning activities of imaginative writing using controlled to freer activities accompanied by
instrumental music media, 3 the observation stage which is to find out whether any improvement and if there is, to what extent the improvement is in the
implementation of the technique in teaching imaginative writing skills by the use of instrumental music media, and 4 the reflection stage which is evaluating the
weakness and strength of A Four-Phase Technique to take further action in the next cycle. They are then sequenced and described in details below.
1. Pre Research
The teacher as a researcher began with focusing the problems of his teaching writing. He interviewed colleagues whether they had the same problem when teaching writing. Then the study started by conducting a survey to
find out the students‘ problems in writing. It was by finding out the learning style and self-concept of the eleventh grade
students of Language Program class of SMU 2 Sukoharjo. After that, it tried to find out the learning situation may happen when teaching-learning writing was on the way. The survey was carried out through questionnaire, and observation. The
results of the survey were classified then into two kinds: p roblems of students‘ writing skills and classroom learning
situation.
Figure 3.3: Pre-Research
Survey of problems S
tudents‘ writing skills
Classroom situation
2. Planning Stage
By referring to problems of writing skills and classroom situation, the teacher then set his mind to choose an effective teaching technique. Then tasks
and activities were set up in accordance with teaching strategies. The end of the work of this step generalized the English lesson plans for the eleventh grade
learners. To know whether the lesson plan was suitable or not for the learners to learn, the teacher required try-out.
Figure 3.4: Planning Stage 3. Action Stage
The next step was concerned with the technique applied into teaching learning activities. With a reference to the writing skills and classroom activities in the lesson plans, the technique promoted ideas to formulate sentences coherent
with communicative purpose of the short story. These sentences then were organized to create clear and logical sequences of events in the short story. They were graded in accordance with the availability of the characters, settings, plot, and
conflicts based on the learner‘s imagination experience. The researcher chose the communicative and meaningful tasks such as activities suggested in the following figure.
Figure 3.5: Action Stage
4. Observation Stage
