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1. Asking for Research Permission
There were several procedures in acquiring research permission. Firstly, the researcher went to SMK Sanjaya Pakem and met the English teacher of XI
grade. The researcher asked for permission to conduct Classroom Action Research based on results that she got from XI grade students. After having the permission,
the researcher met the headmistress of SMK Sanjaya Pakem to ask for permission to conduct Classroom Action Research in the school. Then, the researcher asked
the secretariat of English Language Education Study Program to make a permission letter for using the school as research setting. After the permission
letter was signed by the chairperson of English Language Education Study Program, the researcher gave it to the secretariat of SMK Sanjaya Pakem. Having
done with the permission, the researcher met the English teacher of X grade to discuss the Classroom Action Research and materials. The researcher also asked
the English teacher about stude nts‟ conditions, students‟ writing skills, classroom
situations, and teaching method that the English teacher used. Finally, the researcher conducted the research in agreement with existing schedule.
2. Conducting Classroom Action Research
In this research, the researcher conducted Classroom Action Research in several steps according to Kemmis and McTaggart 1988 model. At first, the
researcher made lesson plans to implement jumbled-word game as teaching method to develop students‟ writing skills to construct compound sentences. The
researcher also prepared handouts, worksheets, observation sheets, questionnaires, and interview guidelines.
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The researcher conducted the first cycle on May 6
th
, 2015 and the second cycle on May 7
th
– 8
th
, 2015 see Figure 3.1.
Figure 3.1. The Cycles of the Research
In the first cycle, the researcher implemented jumbled-word game both as individual and group work. Meanwhile, the researcher only implemented the
jumbled-word game as group work in the second cycle. The students had to arrange jumbled-words into correct order of sentences. After playing the jumbled-
word game, the researcher asked the students to construct some compound sentences related to topic on the day. At the end of each cycle, the researcher
asked the students to submit their drafts of compound sentences to see their improvements.
In conducting the research, the researcher asked for help to two peer- observers who were invited during the teaching
– learning process in order to collect the data. They were students of English Language Education Study
Program Sanata Dharma University. The researcher chose them to be the peer- observers since both of them had experienced PPL, and one of them is also the
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