3. Observing of the action
This phase involved the researcher in observing systematically the effect of the action and documenting the context, actions and opinions
of those involved. The researcher conducted a direct observation in the classroom. Field note was used here to note down some activity in the
classroom before, during and after the research. Besides that, the researcher also did the interview to the students and took pictures to be
the supporting data. 4.
Making analysis Reflection The researcher analyzed the data qualitative and quantitatively and
give reflection for the action research. The researcher evaluated the research process and described what has happened whether the
research has positive or negative effect to the students.
Figure 1. Cyclical action research model based on Kemmis and McTaggart 1988
38
CHAPTER IV RESEARCH FINDINGS
This research aimed to improve the eighth g rade students’ writing skills at
SMP N 15 Yogyakarta. The study was held according to the steps that had been prepared before. The researcher focused on using a writing process method to
improve the students’ writing skill. The process of the research was presented in detail below.
A. Reconnaissance
The process of this research was started by finding the problems in the classroom
. The researcher did the observation in the classroom when the teacher
taught writing in order to know the students’ problems in writing. It was conducted
on 19 April 2013. Besides the class observation, the researcher also held the interview to the students and the English teacher. Basically, the ability of the
students in writing was still low. Most of the students did their writing by copying the sample of the text and then they did a little editing on it. They still felt hard to
find their own topic or idea of their writing. Besides that, their vocabulary mastery was also low. Most of the students cannot write because they do not know the
English of some words. Actually, they had an idea in their mind but they could not put it in the written form. Those problems were also found from the interviews with
both the students and the English teacher. The following transcript shows what actually happened.
P
: “Trimakasih, Bu. Begini, saya mau tanya masalah siswa kelas VIII E.
Kira-kira menurut ibu seberapa jauh kemampuan mereka dalam
bahasa Inggris terutama untuk skill writing”Thank you, Ma’am. So, I want to ask you about the students of class VIII E. In your opinion,
how far their ability in English, especially in writing skill.
GBI
: “Oh ya..kalau menurut saya, kelas VIII E ini termauk kelas yang
agak mendingan dari pada kelas-kelas F,G,H, dan seterusnya itu. Tapi kalau dalam menulis bahasa Inggris kemampuan mereka itu masih
kurang. Soalnya menulis kan agak susah ya mbak, jadi ya itu
.”In my opinion, class VIII E belongs to a good class rather than class F, G, H,
and so on. However, their ability in writing is still low. It is because writing is considered as a hard skill.
P
: “Kira
-kira metode mereka dalam menulis teks itu bagaimana ya
Bu?”What method did they use in writing a text?
GBI
: “Ya biasanya kan kalo menulis saya ajarkan dulu teksnya. Jadi
belajar reading dulu, nanti kalau sudah bisa baru saya ajarkan writing
nya. Biasanya saya kasih contoh teks sebelum mereka menulis.” When we are going to write a text, I taught them the text first. So, we
learned reading skill first, and then after that I taught the writing one. Usually, I gave them the example of the text before they write it.
P
: “Oh..begitu ya Bu? Hasil dari mereka menulis itu bagaiaman Bu?” Is that so? How about the result of their writing?
GBI
: “Kalau hasilnya kadang itu mereka kurang ini, kosataka. Yaa..vocab
mereka masih kurang, jadi ya terkadang mereka bingung bagaimana menuliskanya. Dan terkadang ya itu..mereka cuma mengcopy teks
yang sudah ada di buku.”Sometimes their result was not really good. Their vocabulary mastery is still low, so sometimes they get confuse
how to write it in English. And sometimes they just copy and paste the text that already written in the book.
P
: “Terus, kalau masalah grammar bagaimana? Apakah sudah cukup baik apa belum?”What about their grammar mastery? Are they good
enough or not?
GBI
: “Ada beberapa anak yang memang grammarnya sudah bagus,
tapi untuk sebagian besar masih sedikit acak-acakan. Sama spelling nya
terkadang itu kurang bener.”There are a few students who good enough in grammar, but most of them are still not good. Their word
spelling is also not right yet.
P
: “Kalau untuk kond
isi siswa di kelas bagaimana Bu? Apa mereka
