Figure 1: Cyclical Action Research Model by Kemmis and McTaggart
Based on the figure above, the research was done in two cycles. In this research, the researcher and the English teacher as a collaborator formulated the
problem related to the writing skill of the students based on the observation then identified the research problems. After that, they planned and carried out the
actions, evaluated and reflected the actions implemented in the study.
B. Setting of the Research
This part consists of two issues. The first issue is the place of the research and the second issue is the schedule of the research. The research took
place at SMA Negeri 2 Sleman. It is located in Brayut Pandowoharjo, Sleman. The senior high school has twelve classes which are divided into three grades
consisted of 326 students. There are 43 teachers in this school included two English teachers.
The research was conducted in the middle of the first semester of the academic year 20132014. The observations were done on November, 1
st
2013. Then, the action was conducted from November 6
th
to November 22
nd
2013.
C. Subject of the Research
The participants of the research were the students of XII Science 1 class of SMA N 2 Sleman, the researcher, and the English teacher as a collaborator.
There were 26 students in XII Science 1 class. They were 9 males and 17 females. The researcher chose this class as the subject of the research
randomly because the all XII classes had equal competency.
D. Data Collecting Techniques
The data in this research are considered both quantitative and qualitative data. The quantitative data were presented in the students’ scores that were
collected from pre – test and post – test. Meanwhile, the qualitative data is the description of the process during the actions in the form of field note and
interview transcripts. The data were collected in some techniques. They are explained as follows.
1. Observation
The researcher observed the teaching and learning process in Grade XII Science 1 and students’ progress in writing to get information needed in this
research. Everything related to the students’ behaviour in learning writing, the teacher’s action in the class, and problems related to the teaching learning
process were noted. The purpose of the observation was to get some data about the effect of the actions that were implemented in teaching and learning
of writing. The observation technique also provided field notes about the whole condition during the teaching and learning process.
2. Interview
This technique was used to get the data related to the teacher’s and students’ behaviour while and after the actions implemented. It also covered
problems found in the teaching and learning process. The researcher interviewed both teachers and students to get the data related to their
perspectives before, during, and after implementing the actions and the effect of the teaching media used.
3. Writing pre – test and post – test
Writing pre – test and post – test was also instruments used to get information about students’ writing skills. Writing pre – test was a test which
was conducted in the beginning of the treatment. It gave information about the students’ writing ability before the actions. Moreover, post – test was to
measure the students’ writing skills after the actions. Both tests measured how the actions improved the students’ writing skills.
The following table shows the scoring rubrics of writing according to Jacobs et al in Weigle 2002: 116.
