Conceptual Framework LITERATURE REVIEW

37

CHAPTER III RESEARCH METHOD

A. Research Design

Related to the goal of this research, namely to improve the students‟ writing skill by using process approach, this study is categorized as classroom action research. It aims at describing the process of the improvements of students‟ writing skill. According to Burns 2010:1, action research is part of a broad movement that has been going on in education. It is related to the ideas of reflective practice and the teacher as a researcher. Action research also involves taking a self-reflective, critical, and systematic approach to explore teaching context. This research is an action research since it essentially gives an emphasis on solving problems that obtained in the teaching and learning process. This is in line with Burns 2010:13 who says that action research is a reflective practice which is done by the teachers to bring about better results of their classes. It is also in line with Kemmis and McTaggart in McNiff 1991:24 who states that action research is: “A form of collective self-reflective enquiry undertaken by participant in social situation in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the stituation in which these practices are carried out.” Furthermore, Kemmis and McTaggart 1988 in Burns 2010 elaborate that action research occurs through a dynamic and complementary process, which consists of four steps: planning, action, observation and reflection. The researcher collaborated with the English teacher found the problems, formulated the possible solution, implemented the action, and reflected on the outcome of the action. The process in action research can be showed in the illustration below: Figure 1. Cyclical Action Research Model by Kemmis and McTaggart 1988

B. Research Procedures

This research procedure involves five phases including reconnaissance, planning in action and observation, reflection and developing a new plan and cycle Angwin, et.al., 1997. The explanation of each phase is as follows:

1. Reconnaissance

The reconnaissance step was conducted in the classroom in order to get information and descriptions of students‟ writing skill in the English learning process. In reference to the data of observations and interviews, the researcher and the English teacher identified the existing problems related to students‟ writing skill and select the feasible problems that were possible to be solved.

2. Planning for the action

Before conducting the research, the researcher carried out observations in the classroom and interviews in order to obtain information and description of the teaching and learning process of writing. Then, the researcher and the English teacher identified the existing problems related to the teaching and learning process of writing and selected the most feasible problems which were possible to be solved. After the researcher and the English teacher identified the problem, they prepared some possible plans covering other research members‟ opinion, suggestion, expectation, and test results to solve the problems. The teacher‟s opinion and suggestion were obtained through interviews , whereas the students‟ expectation and test results were obtained through interviews and documents. The plans are aimed to improve the students‟ writing skill through the Brainstorming technique.

3. Actions and Observation

After planning the actions, the English teacher and the researcher carried out the actions in the classroom. During the implementation of the action research, the English teacher became the collaborator and observer who observed and helped the researcher in the teaching and learning process. Besides, the researcher became the teacher who conducted the processes of English teaching and learning in order to know the success of the actions to improve students‟ writing skill and also the problems occured during the implementation process. The actions were implemented in two cycles. Cycle I was conducted in three meetings while Cycle II was also carried out in two meetings.

4. Reflecting

With regard to the implementation processes, the team members evaluated the result of the implementation. This was also useful to show the improvement of the actions conducted in the learning processes. In this step the reflection was done to measure whether the actions were successful or not. If the actions were considered successful, they would be continued to the next action. However, if the actions were unsuccessful, the next cycle would be implemented considering the previous reflection.

5. Developing new plan and cycle

After conducting the first cycle and evaluating the result, the researcher and the English teacher prepared some ideas as what to do next began to be clear. Then, researcher and the English teacher developed new plan and actions to be implemented in the next cycle, so that the changes can be noted systematically over periods.