51 related to the teaching-learning process and the instruments of the
research were ready to be used. Due to the reflective pedagogy, this section took three steps which
were experience, reflection, and action. The experience step had them experience and “taste” internally the facts, concepts, and principles of
the materials. This step also took into account the whole students’ mind, heart, and will. In this section, the researcher distributed the
writing guide in which students should fill in as the information to develop in the writing.
After experiencing, the students reflected what they had experienced. In Reflective Pedagogy it is what is called as the
reflection. The reflection was done through questions given to the students orally. The next step was action in which the students did
some real actions after they understood the concept. Therefore, the actions should be based on the concept.
Then, the evaluation section was conducted, based on the last step of the reflective pedagogy, by giving a quiz or something else,
including a task or assignment. Here the instrument needed was the assessment sheet for the students’ writing.
3. Observation
In this step, the researcher observed the students’ activities and filled the field notes to see the students’ progress and something which
was needed to revise. The observation was also done through two other
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52 instruments which were questionnaire and interview. Those two
instruments were to gain the students’ opinion about the implementation.
4. Reflection
The researcher got the data of this research from the instruments used. As having been explained before, the writing sheet and field
notes were conducted during the action taking and the assessment sheets was conducted after the students were done with the writing
process. After the researcher gathered the data from the instruments, then
the data were analyzed. The result of the analysis pointed out the action of the following cycle if there were some revision or change or
not.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter discusses the findings and discussions of the research. The findings are discussed through the description on implementing reflective
pedagogy. This part is the answer of the first problem of the research, which is how reflective pedagogy enhances fifth-grade students’ writing skills. The
findings present the result of the implementation. They are intentionally related to the teaching process and students’ writing improvement. The teaching process
includes the combination of the cycles in class room action research and the process of the reflective pedagogy in real teaching.
The second part is the presented data. After describing the implementation of the reflective pedagogy in the writing process, the researcher examined the
extents in which the students improved. This is to answer the second problem of the research, which is to what extents the reflective pedagogy enhances the fifth-
grade students’ writing skills. This part covers the extents of writing skills of the students.
A. The Implementation of Reflective Pedagogy to Enhance Students’
Writing Skills
This research aimed to see how the reflective pedagogy helps students enhance their writing skills. Then as a part of the research process, the
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