focusing on answering research questions in chapter one as well as describes other findings during the implementation of A Four-Phase Technique in writing class.
The problems can be solved by using A-Four-Phase Technique in teaching imaginative writing skills. The implementation consists of two cycles and each
cycle consists of four meetings. In each meeting, gradually the students‘
imaginative writing skills increased followed by the change of the classroom learning situation. The major aspects in students‘ writing skills improvements
were expressing ideas, performing accurate grammar, using correct punctuation and spelling, organizing ideas, and using sentence, expression, and suitable words.
The major aspects of changes in classroom situation were the inspiring class, the enthusiastic atmosphere, high-effort learning; more variation in
strategies of writing and dynamic learning paces. They can be seen more details in table 4.5.
Table 4.5. Research Findings
Using A Three-Phase Technique
The Implementation of A Four-Phase Technique Before research
During research Cycle 1 During and After research Cycle 2
1. Students’ imaginative writing skills
Meeting 1 Meeting 2
Meeting 3 Meeting 4
Meeting 1 Meeting 2
Meeting 3 Meeting 4
a. Students were difficult to express
and develop ideas 1 student
imitates others’ work
17 students develop
ideas from other similar
stories 6 students
develop ideas of
story from group works
9 students develop
genuinely ideas of
story No student
’s composition
has clear elements of
the story 16 students
miss conflict and theme
of the story; 8 Students
describe elements of
the story but misses
theme 9 students
describe vividly
character, setting, plot,
and theme
b. Students performed many grammar
errors 3 students
have numerous
serious problems of:
plurals articles, and
preposition 26 students
have grammar
problems of articles and
plurals that are still
apparent 4 students
have acceptable
uses of plurals and
preposition No students
have wrong uses of
plurals preposition,
articles after having
correction No students
has problems of
singular and plural
pronouns 16 students
have a problem
with agreement
and verb forms
17 students have
acceptable uses of
using verb forms
No students has a wrong
use of agreement
and verb forms
c. Students had more No students 18 students 15 students No students All students
7 students 26 students No students
spelling punctuation mistakes
have errors in using
capitals for names and
sentence beginnings
have many spelling
errors that distract
readers have
occasional spelling
errors has
problems with capital
missing and spelling
problems get problems
with full stops, apostrophes,
comma,marks of question,
quotation, exclamation
get problem of full stops,
comma, question,
quotation, exclamation
marks have
problems with full
stops and comma
has wrong comma
full stops, marks of
question, quotation,
exclamation,
d. Students were difficult to organize
ideas into elements of short stories
All students have
Inadequate efforts at
organization of elements
of the story 19 students
have problems of
organizing elements
interfere logic
12 students organize all
elements of the story
which are somewhat
logical 2 students
organize characters,
settings, plot, and
theme logically
But they are still lack of
supporting ideas for
plot and theme
19 students are still lack
of supporting
ideas for conflict and
theme 12 students
are still lack of
supporting ideas for
theme 2 students
have supported
well ideas for elements
of the short story.
e. Students were not able to use sentence
and word styles in English
3 students have
problems in vocabulary
choice 26 students
have some vocabularies
misused 4 students
have good vocabulary
But no students
uses precise
vocabulary All students
lack orders of words;
30 students write not
really good order of
words 3 students
have adequate
order of words
Few students
have good order of
words and sentence
2. Class situation
