D. The Model of Action Research
The model of action research in this classroom action research uses the model developed by Kemmis and Taggart in Hopkins, 1993 : 48. There are four steps in this model of action
research namely; identifying problem and planning the action, implementing and observing the action, reflecting the result of the observation and revising the plan for the following step. As
shown in diagram below;
Plan
Reflection
Step I
Action
Observation Revised Plan
Reflection
Step II
Action
Observation Revised Plan
E. The Procedures of Action Research
According to Kemmis and Taggart in Hopkins, 1993 : 48, the procedures of each steps can be explained as follows.
1. Identifying the Problem
To start an action research project, the researcher needs to decide the problem. In this research, the problems were identified after doing the pre-research and interviewing the English
teachers. It referred to the students’ grammar mastery which was still low and needed improvement.
2. Planning
The most important outcome of the planning phase is a detailed plan of the action the researcher intends to take or the improvement he intends to make. Here, the researcher prepared
everything needed in doing the action in order to improve the students’ grammar mastery. In this research, the researcher was the teacher.
Since the time was limited, the use of teacher’s feedback to improve the students’ grammar mastery in this research was adapted directly to the curriculum. It means the students
were asked to write based on the topics –spoof- decided by the researcher which was in accordance with the curriculum. Nevertheless, the teaching of the topics the explanation of the
grammar, generic structure, and vocabulary needed was delivered in the written and oral form so that it would not give any burden to students.
The planning of the research consists of some steps, as follows:
1. The researcher gave the students a pre-test and evaluated the result of the test. 2. Then, he made lesson plans that would be used to teach the students in order to
improve their grammar on composition. 3. After making lesson plans, he provided the students with the copy of feedback
codes and its meaning and the examples in sentences. Besides, he also explained the guidelines of teacher’s feedback.
4. The researcher implemented the lesson plans he had made. 5. Having finished applying all the lesson plans, the researcher gave a post-test and
evaluated the result of the test. 6. Then, he compared the result of the pre-test and the post-test by using the mean
score in order to identify the improvement.
3. Action Implementation
In carrying out the action, the researcher did the planning which had been made. He implemented the lesson plans he had made. He did all the things written in the lesson plans and
changed them if things didn’t go precisely as expected. The writer did the teaching and learning process by implementing teaching technique in improving grammar mastery on writing by using
feedback. The implementation of the action planned in this research was held in two cycles carried
out to overcome the students’ main problem in grammar mastery. Each cycle included several meetings. Every cycle in this research consisted of series of steps, namely identifying the
problems, planning the action, implementing the action, observing or monitoring the action,
evaluating and reflecting the result of the observation, and revising the plan. The real implementation was presented as follows.
1. The researcher explained the steps of writing namely pre-writing, writing, and post- writing or revising to students since the activity instructed dealt with composing.
2. The researcher gave examples of pre-writing by giving the topic of text located in orientation; as the first part of spoof text. This activity was done in order that students
could make a composition based on its generic structure namely orientation, events and twist.
3. The researcher explained the grammatically correct sentences which were taken from the topic of spoof text. Since the sentences used mostly were in the form of Past Tense, the
researcher put much attention on verb formation V2. 4. The researcher asked some students to make their own sentences then they were asked to
mention the verb in the past form. 5. The researcher explained the teacher’s feedback in order that students could recognize it
in the form of either underlining the errors or giving codes on the errors. 6. The researcher asked students to correct the errors which were given underlined feedback
on the composition, while on the next cycle, they were asked to correct the errors which were given both underlined and coded feedback.
7. After doing the correction on composition, the researcher and students discussed what they had done, reviewed materials and did evaluation.
8. The writer asked about the students’ feeling and their comment dealing with the teacher’s feedback that had been learnt.
9. In the end, the writer asked students to correct the errors as the evidence that they knew the importance of teacher’s feedback.
4. Observation
The observation phase was done during the teaching and learning process. In this phase, the researcher asked a partner to observe all activities happening in the classroom and to
take notes related to the teacher’s feedback on students’ grammar and the teaching of writing in general.
5. Reflection
At the end of the action implementation, the researcher reflected critically on what had happened. There are some questions used to guide reflection in this research, as follows.
1. Is there any improvement? 2. If there is any improvement, how effective is it?
3. If there is no improvement, what are the barriers to improve? 4. What further cycle should be taken?
6. Revised Plan
Revised plan was needed when the action cycle didn’t make any improvement on the students’ grammar mastery. It means that the researcher should do further cycle.
F. The Technique of Collecting the Data
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