2. Planning Stage
By referring to problems of writing skills and classroom situation, the teacher then set his mind to choose an effective teaching technique. Then tasks
and activities were set up in accordance with teaching strategies. The end of the work of this step generalized the English lesson plans for the eleventh grade
learners. To know whether the lesson plan was suitable or not for the learners to learn, the teacher required try-out.
Figure 3.4: Planning Stage 3. Action Stage
The next step was concerned with the technique applied into teaching learning activities. With a reference to the writing skills and classroom activities in the lesson plans, the technique promoted ideas to formulate sentences coherent
with communicative purpose of the short story. These sentences then were organized to create clear and logical sequences of events in the short story. They were graded in accordance with the availability of the characters, settings, plot, and
conflicts based on the learner‘s imagination experience. The researcher chose the communicative and meaningful tasks such as activities suggested in the following figure.
Figure 3.5: Action Stage
4. Observation Stage
The application of the technique accompanied by media of pictures and instrumental music was observed to get the improvement on the teaching-learning
in imaginative writing and a conductive classroom situation. It was done by a teacher
‘s colleague as the collaborator. He filled an observation checklist form to record any deficiencies in the teaching-learning process. The teacher might
observe directly the progress he had made on his teaching or he might look at photographs which were available as the record results of his repertoare of
teaching. Attention Phase:
Oral Composition Need Phase:
Sentence writing
Visualization Phase: Co-operative Writing
Action Phase: Written Composition
Technique Strategies
Activities Lesson plan
Figure 3.6: Observation Stage
5. Reflection Stage
The step of this stage was evaluating the teaching technique. The evaluation had three ways. First, the researcher wanted to reveal the deficiency of
the teaching technique by analyzing the achievement test at the end of the teaching lesson. Second, he wanted to col
lect the students‘ comments in the questionnaire form. Third, he wanted to share with colleagues or teaching team to
assess the overall teaching technique. The information provided by the feedback of trying out and evaluating the teaching technique were used to identify the
deficiencies that the materials might have. Moreover, the feedback also gave the clues as to how these deficiencies could be overcome in the next cycle.
Figure 3.7. Reflection Stage
6. Post Research
The feedback from the try-out, t he learners‘ assessment, the students‘
comments, and the evaluation form were then analyzed to give worthwhile information for the improvement of the teaching technique. It provided the useful
A Four-Phase Technique Evaluation
Students‘ Assessment
Students‘ Questionnaire
Sharing with colleague
Observed directly by teacher
Observed participatory by a colleague
Teaching-learning process
Planning stage Action Stage
Observation stage
Reflection stage Post Research
Cycle 1 Pre research
Research Procedure
information to identify the technique deficiencies and gave the clues to overcome them. After analysis, the teaching technique was revised as suggested by the
feedback to recycle the stages of research. The final work resulted in the suitable teaching technique for the eleven grade students of SMU 2 Sukoharjo in learning
English imaginative writing. All steps of this stage could be seen in the figure below.
Figure 3.8: Post Research
To conclude all activities in this classroom action research, it could be seen from the overall plan of the study presented below.
Figure 3.9. Overall Plan of Classroom Action Research
A Four-Phase Technique: 1.Need phase; 2.Attention Phase
3.Visualization phase;4.Action phase
Feedback Revision
Re-cycle the stages
Improvements
Problems of Students of XI Class of Language Program
Writing Difficulties 1. Expressing ideas
2. Using grammar 3. Using spelling
punctuation 4. Organizing elements of
short stories 5. Using sentence and
word styles Class Situation
1. It is not inspiring 2.Pupils are not motivated
to do class activities 3. No attention to the
tasks given 4. No enthusiastic in
doing strategy of writing 5. Students get bored with
the technique of writing Writing Score
Students’ average score is 62.78 which is below
the passing grade i.e., 64 Sequence of
activity 1.Oral
Composition 2.Sentence
Writing 3.Cooperative
Writing 4.Written
Composition Strategies of
Writing 1.Shared writing
2.Guided writing 3. Interactive
writing 4.Independent
writing using
media: pictures
instru- mental
music A Solution toward the problems of
writing
Cycle 2
Writing
D. Techniques of Collecting Data
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