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2 Students‟ English writing mastery in the seventh grade of SMPN 2 Binangun
was poor. 3
The students had never learned writing by using video and video-based picture strips.
4 In learning writing, the students often got bored and confused because the
teacher used conventional method.
3.4 Procedure of Data Collection
In this study, I used three sources in collecting data. They were from the tests, questionnaire, and observation sheet. This classroom action research was
conducted through three steps. They were preliminary, cycle 1, and cycle 2. The detail activities can be elaborated as follows:
3.4.1 Preliminary
Preliminary is the step which the writer did by teaching writing procedure text to the students of 7 B SMP N 2 Binangun. After teaching, I observed that many
students were still not able to make a good writing of procedure text. Many of them have not mastered the concept of procedure text because they did not
understand yet about it. Moreover, most of students made some mistakes in
making the sequence sentences. It was showed that the students found hard to express their ideas orderly using time conjunctions. Some of them also made
some mistakes in making correct tenses in this genre. After finding tha
t students‟ problem, the writer determined how the treatments would be given to solve that
problem.
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3.4.2 Cycle 1
I conducted cycle 1 in two meetings. In this cycle, I used the treatment to improve the students‟ writing skill.
In the first meeting, I engaged the students to the material of procedure text by asking them about procedure text in their daily lives. Moreover, the
students were shown some real world example of procedure texts; such as recipes and booklet. After that, I asked the students to make a group consisted of four
students. Each group observed the purpose, structure, and the linguistic features of the text given.
Here, the students were asked to watch the video and video-based picture
strips of how to make buttermilk pancakes. After finishing listing the difficult
vocabulary, the students analyzed it and then they explained about procedure and introduced more about the medium that was video
and video-based picture strips. In the second meeting, I reviewed the explanation about procedure text in
the previous meeting. Then the researcher asked the students to make the writing procedure text using
video and video-based picture strips of how to make buttermilk pancakes
individually as the first cycle test. After doing the first cycle test, the students answered the questionnaire.
3.4.3 Cycle 2
Cycle 2 was also conducted in two meetings. In the first meeting, I explained to the students that their test result in cycle 1 was not satisfied, so I asked the
students to discuss about their difficulties. From the test results, it shown that the
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students had not mastered the linguistic features of procedure text. Therefore, I drilled the students about the linguistic features and specifically punctuation rules.
In the next meeting, the students did the second cycle test by writing the procedure text with the theme made by the writer. After the test was conducted,
the students were given the questionnaire.
3.5 Instrument of the Study
