2.2.7 Characteristics of State Junior High School 2 Semarang
Junior High School 2 Semarang is one of the junior high schools in Semarang. The students of the school have had their interest in teaching and learning process
both academic and nonacademic achievements. Their talent and skill are good enough. In accepting the lesson in the classroom, they are active, think critically,
and have high curiosity. As teenagers, each of them has unique characteristics that cannot be compared.
In addition, the s tudents‟ talent and skill are supported by their parents and
school facilities. Junior High School 2 Semarang has complete enough facilities to support their students. They have many interesting extracurriculars that represent
students‟ talent. They serve and facilitate them to reach their aspiration well. In learning writing, sometimes they still face difficulties in writing process
especially in generating ideas and mastering of vocabulary. As Haynes and Zacarian 2010:26 stated, many English language learners write through the filter
of their native language, word order, sentence structure, and paragraph organization that may cause the problem. It is because there are exceptions to the
rules in English grammar. In addition, students often lack of the vocabulary that they need to write in English successfully.
By applying PWIM, those problems will be solved. The students will focus on the pictures attached on the whiteboard. The pictures help students
generating the ideas. The students‟ vocabulary mastery will increase in identifying and labelling the pictures. It is because they are forced to name all the objects on
the pictures. They will also be drilled in pronouncing, spelling, and interpreting the words.
2.2.8 Classroom Action Research
2.2.8.1 General Concept of Classroom Action Research In conducting this study, the researcher uses classroom action research. According
to Creswell 2012:3, “research is a process of steps used to collect and analyze
information to increase our understanding of a topic or issue”. At a general level, research consists of three order steps below.
1. Pose questions or research problems.
2. Collect data to answer the questions or to solve the problems.
3. Present the answers to the questions.
According to Mills in Mertler 2011:5, action research is defined as systematic research conducted by teachers and other educators who are interested
in teaching and learning process which aims at collecting the information about how schools works, how teachers teach, and how students learn.
Mettetal 2001:7 mentioned that classsroom action research is a method of finding out what works best in the classroom so that we can improve students
learning. Every teaching and learning process is unique and different in the terms of level, students‟ skills, teacher‟s skills, teaching and learning style. To maximize
students learning, a teacher should find out what works best in the classroom. In Nunan 1992:2, it is stated that research is a systematic process of
inquiry consisting of three elements or components, these are a question, problem or hypothesis; data; analysis and interpretation of data. The question means the
problems faced by the subjects, then the researcher solves the problems by giving them treatment, taking the data and finally processing the data to an accurate
conclusion. Besides to increase our understanding of a topic, research based on
Creswell, 2012:3-6 is important for three reasons: 1.
Research adds to our knowledge Research adds to our knowledge means that educators conduct research to
contribute to existing information about issues. A research report provides a study that did not conduct before or fill a void in existing knowledge. Also, it
can provide additional results to confirm or disconfirm results of previous study. The new result one can be a correction for the existing knowledge. It
can also provide new information about people, places, or things that have not been studied previously.
2. Research improves practice
By applying the research results, the teachers and other educators become more effective professionals. However, not all of research results can be
applied by all teachers. It depends on the students, classrooms, schools, and the environments because every single subject students, classrooms, schools,
even environments has different unique characteristics. The research results provide new ideas to the educators. By reading
research studies, the educators can learn how new practices have been applied in other situation.
3. Research informs policy debates
Research provides information to policy makers when they research and debate educational topics. By the research help, policy makers can take the
right decisions. In short, classroom action research is a set of process conducted in school
classrroom to collect and analyze the data to know how a such kind of strategy or technique works. Before conducting the research, the researcher should have
problems about teaching and learning process that will be solved. After getting the problems, the researcher tries to find out what media, technique, or strategy that is
appropriate to the study. 2.2.8.2 Process of Classroom Action Research
According to Arikunto 2014:17-20, there are four steps in conducting classroom action research. They are:
1. Planning
In the first step of conducting classroom action research, the researcher explains what, why, when, where, by whom, and how the research will be
conducted. 2.
Acting This second step is the implementation of plan. The researcher conducts the
research in the classroom by giving treatment to the students. 3.
Observing The observing process will be held by the researcher during the research in the
classroom. 4.
Reflecting
After conducting the research, the researcher makes self evaluation to him or herself about what has been done.
Those steps belong to cycle. In this study, there are two cycles; cycle 1 and cycle 2. Before the research is conducted, the researcher gives pre-test before the
students get the treatment and post-test after they get it. The result of the pre-test, students‟ work in cycles, and post-test will be compared to know whether PWIM
can improve students‟ skill in writing recount text or not.
2.3 Theoretical Framework
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