Figured 1: Action Research Model Developed by Kemmis and McTaggart Burn, 2010
B. Research Setting
1. Place of the Research
This research was conducted at SMPN 6 Magelang in the second semester in the academic year 20142015. It is located in Jl. Kyai Mojo, Kota Magelang. It
has eighteen classrooms, six classrooms for each grade, a library, a computer laboratory, a concealing room, a
headmistress’ office, a teachers’ office, a health center, a mosque, a basketball field, some toilets and some parking areas. The
basketball field is also used to have a flag ceremony every Monday morning. There are thirty eight teachers. There are 4 English teachers, all graduated
from English Language Education Department. Their experiences support their teaching skills.
Every class has different number of students. They have different levels of proficiency. Some of them lack motivation in learning English, but some of them
are having big motivation to learn English.
2. Time of the Research
The research was held in the second semester, from February-May. The following was schedule of the research.
Table 3: Schedule of the Research
No. Steps
Month February March
April May
1. Observation
2. Planning for Cycle 1
3. Cycle 1
4. Planning for Cycle 2
5. Cycle 2
6. Analyzing
data and
reporting
C. Participants
The participants of the research were Grade VIII students of SMPN 6 Magelang in the academic year 20142015. The researcher only took one class
from the total class, i.e. VIII A. There are thirty students. They are all in beginner level. Their age is around 13 up to 14 years old.
Most of them are from Magelang and they are native speaker of Javanese and Indonesia. They learn English as a foreign language. Their English abilities are
not really good, especially in writing, because they have less opportunity in practicing English. They only learn English at school and they do not use English
to communicate in their daily life.
D. Data Collecting
a. Data Collecting Techniques
The data collected were qualitative in nature. However, the researcher used several data collection techniques for both qualitative and quantitative data. She
used observations, tests pretest and posttest and interviews to collect data. Observations and interviews were conducted to gain qualitative data. While
students’ writing scores in the pretest and posttest were used to gain quantitative data.
b. Instruments
There were three types of research instruments used in this research. They were namely observation checklist, tests, and interview guidelines.
An observation checklist was prepared by the researcher before the observation. The observation was conducted in each meeting of the teaching and
learning process by the collaborator as the observer. She observed all activities done in the process of teaching and learning writing skills through guided writing.
Observation checklist was used to gather data on students’ behavior, response,
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