H. Procedure of the Research
According to Burns 1999, action research processes involve many aspects such as exploring, identifying, planning, collecting information,
analyzing and reflecting, hypothesizing, and
speculating, intervening, observing, reporting, writing, and presenting. Therefore, the model used in
action research should be adaptable, according to how researcher ’ personal
ideas and theories about what is happening in the classroom are developing. The cycles in action research also should be successive and open, and allow for
as much as feedback and interaction between the cycles as possible. In action research, researchers to be creative and spontaneous as had been proposed by
McNiff 1988 in Burns 2010. Therefore, the researcher used the model of action research which is
proposed by Kemmis and McTaggart 1988 in Burns 2010: 9 with little modification. In this research, there were four steps done in a cycle. The steps
were reconnaissance, plan of action, action and reflection. Each step is described as follows.
1. Reconnaissance stage
In this stage, the researcher observed the writing teaching and learning process of grade VIII students at SMP 3 Berbah. The aim of the observation
was identifying the crucial factors in the writing teaching and learning process and the problems that occurred. The data are about obstacles and weaknesses in
students’ writing. After doing the observation, the researcher did interview with the English teacher and the students to get more information and deepen
understanding. Based on the observation and interview, the researcher then formulated the problems that occurred in the writing teaching and learning. The
problems were selected by the researcher opinion, obstacles, and weakness. The urgency and the important were also considered to formulate them.
2. Plan of action
After identifying and selecting the problem found in the reconnaissance stage, the researcher made a plan of actions to solve the problem. This step
aimed at finding the strategic plan to solve the problem. In this case, the researcher and the English teacher as the collaborator agreed to use peer
response to improve the writing ability of grade VIII students at SMP 3 Berbah. Together with the teacher, the researcher discussed and prepared the
technique, teaching material and instruments to collect the data. The lesson plan was prepared based on the curriculum and the syllabus from the school.
3. Action
After planning the actions, the researcher and the collaborator implemented the actions in the teaching and learning. The action was
conducted until the improvement has been achieved. The action was done in two cycles with three meetings for each cycle. During the actions, the teaching
and learning processes were observed by the researcher and the collaborator. All emerging and detected activities in the classroom during the
implementation of the actions were recorded and documented. The changes
and obstacles of the students’ involvement will be written in the field notes with the result to be evaluated in the next step. The researcher and the
collaborator obtained data observations which were in the form of description of the process during the action, interview transcripts, observation checklists
and students’ writing tasks and the result of the students’ writing tasks.
4. Reflection
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