but also develops theoretical ideas from her own and others’ observations and reflections.
Moreover, in order to ensure the reliability, the researcher used the score of the students’ writing, interview transcripts, vignettes to get the same
results. To obtain the data about the teaching learning process, the researcher observed the teaching learning process and interviewed the teachers and also
the students.
G. Procedure of the Research
The research used the procedure of action research proposed by Kemmis and McTaggart with some modification. The procedures include
several steps: determining reconnaissance, planning, implementing the action, observing and reflecting the action. The procedures were explained as follows.
1. Reconnaissance
The objective of the reconnaissance is to find the facts and information of the existing problems in the field concerning on the students’ ability. This
step includes three main processes: identifying the field problems, determining the research problems and determining actions to overcome the problems.
Firstly, the researcher and the collaborators identified the existing problems by conducting observation in the English teaching and learning
process of the first grade, interviewing the teacher and some students and giving questionnaires to the students. The data gained in this step were then identified
by the researcher and the collaborators to determine what problems which were possible to be solved.
After that, the researcher and the collaborators agreed that those problems were related to writing. Then, they planned some actions to overcome
the problem and improve it. The researcher suggested cooperative learning strategy to solve the existing problem and used it as the effort to improve the
students’ writing skill.
2. Planning
After doing the reconnaissance, the researcher and the collaborators worked collaboratively to find solutions that were feasible to be implemented
to overcome the problem. The plan used cooperative learning strategy to improve writing skill of the students.
3. Acting and observing the action
In this step, the researcher implemented the actions in the classroom. Meanwhile, both the teacher and the researcher always reviewed all materials
given after each cycle. Then the researcher and the collaborator observed the implementation of the action by analyzing the result of the actions. The results
of the discussion in this stage were very important to the implementation of the next action in the next plan.
In analyzing the action, the teacher as a collaborator took some notes in the backside of the class to observe the students’ reaction and behaviors during
the activities. Another collaborator took pictures and videos to record the teaching and learning process. The collaborators also helped the researcher
handle the students’ disruptive behaviors.
4. Reflection
