42 the data on the students’ improvement in writing by conducting pre–
test and post–test. She also conducted interviews with the teacher and the students before, during, and after the actions. Moreover, the
teaching and learning process was recorded in every meeting in the field notes.
2. Researcher triangulation
The researcher asked another research member to help her in the reflection steps. It was done to avoid biased interpretations.
Furthermore, the researcher also asked the teacher as the collaborator to observe the teaching and learning process so the teacher had much
contribution in the process of documenting the field notes.
G. Research procedure
The conclusion after the researcher conducted reconnaissance as well as the teacher is that the eighth grade students are still having
difficulties to write a recount text. This situation is considered as a problem because when students don’t get any way to express their ideas,
they will not write well.
1. Reconnaissance Stage
In the Reconnaissance stage, the data were about obstacles and weaknesses related to the English teaching and learning process. It
was done to find the problems that needed to be solved through the TAD strategy. They were collected through observations and
interviews. The researcher observed all activities related to students’
43 writing skills which were detected during the English teaching
learning process in the classroom. The results of the observation were recorded and presented in the form of field notes. To strengthen
the data collected previously, the researcher interviewed the other research members.
All of the data collected were presented in the form of identified field problems then were selected distinctively based on the level of
difficulty, urgency, and feasibility. The problems which were considered having the medium level of difficulty, the more urgent
level, and the most feasible would be overcome collaboratively.
2. Planning
In this step, the researcher analyzed and interpreted the themes of the research or study. It is something like interpret the research data. The
researcher may use classroom data, individual data, or subgroup data depending on the research questions.
3. Acting and Observing
In this step, the researcher began to face with the subject of study. In this case, the subjects were students. The purpose of this step was to
solve the problem which is students low writing comprehension skill.
44 After acting, the researcher should elaborate the type of data, the
data collecting procedure, and the instruments that are used to collect the data observation checklist, field notes, and interview.
4. Reflecting
Based on the observation, the researcher and collaborator made a reflection of the implementation of the action. The reflection was
conducted by interviewing the students and the collaborator about their responses to the actions. The collaborator gave contribution to
the reflection on the action that was taken. The reflection was useful to show the effectiveness of the action conducted in the teaching and
learning processes. The influences of the implementation on the student’s involvement were identified. The results of the
identification were determined as successful or unsuccessful ones. The successful actions were used and reapplied in the next cycle, but
those which were unsuccessful would be changed or improved into the suitable one.
45
CHAPTER IV RESEARCH FINDINGS
