classes for grade VIII and 6 classes for grade IX. Most classes in SMPN 11 Magelang are equipped with various teaching media such as books and LCD.
The research setting was at class of VIII C which has 31 students consisting of 15 male and 16 female students.
2. Time
The research was done on the second semester of 20142015 academic year. It began from 14
th
February to the 29
th
April 2015. The research was conducted by following the school’s calendar and also considering the classroom
teacher’s schedule and syllabus of English lessons which was taught in class VIII C of SMP N 11 Magelang.
Table 2: The Schedule of the Action Research
No. Steps
Month February
April Week
Week 2
3 1
2 3
4 5
1. Observation
2. Planning
3. Pretest
4. Action
Implementation Observation
Reflection
5. Planning for Cycle 2
continued
continued
No. Steps
Month February
April Week
Week 2
3 1
2 3
4 5
6. Action 2
Implementation Observation
Reflection
7. Post-test
C. Subject of the Research
The participants of the research were the researcher, the English teacher as the first collaborator, the researcher’s colleague as the second collaborator and the
students of VIII C of SMPN 11 Magelang. The class of VIII C has 31 students. The researcher together with the Engllish teacher chose VIII C students as the
subjects of research because most of the students had low ability in the writing skill.
D. Research Design
The research was based on Kemmis and Mc.Taggart model as in Burns 2010. The steps of the research are planning, action, observation and reflection.
It can be seen in the following figure:
Figure 1: Cyclical AR 2010
As it is represe models and the one us
and McTaggart in implementation. For t
of students grade VIII This problem
out. Then, the resear plan occurring durin
implemented it again. the evaluation was condu
AR model based on Kemmis and McTaggart
esented in the schema above, action research posse one used in this study is Kemmis and McTaggar
n Burns, 2010:7. This model had several or the first cycle, the researcher identified the ex
III of SMPN 11 Magelang mainly in the writing m analysis was continued by planning an action
earcher analyzed whether there was problem during the action. Here, she revised the plann
in. As for the reflection, it was carried out in ea conducted in the end of the cycles.
aggart in Burns
h possesses several art model Kemis
ral cycles in its existing problems
ting mastery. tion then carried it
m or unsuccessful anned action and
n each meeting and
