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the researcher will close the meeting in the first cycle by summarizing the materials learned on the day.
While in the second cycle, the researcher will conduct the research in two meetings. The implementation of jumbled-word game will be conducted in the
first meeting only, while in the second cycle the researcher only focus on students‟ written product of compound sentences. The researcher will implement
the jumbled-word game after a reading section in the first meeting. In this cycle, the researcher will put jumbled-words in a form of small papers. The papers will
be given in the different color, for example the papers in red will be the sentence 1, the papers in blue will be the sentence 2, etc. The students have to rearrange the
same color of the small papers into correct word order. Then, the students will be asked to construct compound sentences related to the topic in this meeting. Before
implementing the jumbled-word game, the researcher will give explanation of sentence structure related to topic on the day. Thus, the students will be able to
arrange the jumbled-words in correct sentence structure, not only relying on their feeling or instinct. All theories related to the focus of the research have been
provided in this chapter. The next chapter will explain the research method.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents the research method method that was used in this research, the research setting when and where the research was conducted, the
research participants who were involved in the research, the research instruments and the data gathering technique what the data were and how the data
were collected, the data analysis technique how the data was analyzed and the research procedure how the research was conducted.
A. Research Method
This research was Classroom Action Research conducted in SMK Sanjaya Pakem among the tenth grade students. This research was conducted to find out
how the technique of using jumbled-word game applied in SMK Sanjaya Pakem, and to solve the problems faced by the X AK students of SMK Sanjaya Pakem in
constructing compound sentences. The important method of action research is “…trying out ideas in practice
as a means of improvement and as a means of increasing knowledge about the curriculum, teaching, and learning” Kemmis McTaggart, 1988, p. 6. In this
research, the researcher attempted to apply a new idea, namely the technique of using jumbled-word game in the learning process in
order to develop students‟ writing skills.
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Ary et al. 2010 reveal that in action research the focus or the problem should be determined, first and the researcher should identify a specific research
question p. 524. When the researcher did her PPL, she found a problem faced by the students. Having found the problem, the researcher tried to interview the
English teacher to crosscheck the researcher‟s finding. Being confirmed about this
problem, the researcher decided to find out a solution to deal with. Afterwards, the researcher implemented the solution in action steps. Thus, the researcher
conducted Classroom Action Research CAR in this research to give solution to the problem faced by X AK students of SMK Sanjaya Pakem in constructing
compound sentences. The researcher used Classroom Action Research as a research method
because it is practical; the research is in the action, while the learning is in the practice McNiff Whitehead, 2002, p. 71 p. 85. Furthermore, the researcher
wanted to solve the problems faced by the X AK students of SMK Sanjaya Pakem, and helped their English teacher see: background interview with the
teacher in Chapter I. Ary et al. 2010 say that action research emphasizing a systematic research approach that is cyclical in nature, alternating between action
and reflection, and continuously refining methods and interpretations based on understanding developed in earlier cycles p. 513.
In conducting action research, there are four steps i.e. planning, action, observation, and reflection in both two cycles.
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1. Planning
When the researcher conducted her PPL Teaching Practice in July to October 2014 at SMK Sanjaya Pakem, she found that the students could not
construct sentences in correct structure. The researcher found the problem when she corrected
students‟ writing. She found that the students could not construct sentences well, especially compound sentences. Finally, the researcher started to
design a plan of action that would be implemented in the learning process to develop
students‟ writing skills in constructing compound sentences.
2. Action
In this step, the researcher implemented the jumbled-word game. The researcher asked the students to play the game in order to help them to construct
compound sentences correctly. Before implementing the jumbled-word game, the researcher gave explanation of sentence structure related to topic on the day.
3. Observation
The observation step conducted at the same time when the action step was being implemented. The researcher asked two observers to observe the learning
process. This step aimed to find out what was going on the learning process, the interactions happened in the classroom, the students‟ condition, and the class
situation. Thus, this step also helped the researcher to know the situations happen while she was teaching the students.
