36 observation, all of the three English teachers often used LKS Lembar Kerja
Siswa and rarely used other material sources in the teaching and learning process. SMP Pembangunan Piyungan also has several facilities such as two computer
rooms and five LCD projectors. But those facilities cannot support the teaching and learning process yet. The teachers have to take turn in using those facilities
especially in using the LCD projectors.
C. Participant of the Research
The participants of the research were the students of VIII A class of SMP Pembangunan Piyungan. The class consists of 35 students. The headmaster
suggested the researcher to choose VIII A class as the subject research because VIII A class was the easiest class to manage than the other classes. The researcher
collaborated with the English teacher of VIII A class in conducting the research.
D. Time of the Research
The research was conducted in the second semester of the academic year 2014 2015. The observations were conducted in two phase. The first phase of the
observation was conducted in March 2014 before the researcher conducted Practicum of TEFL program in SMP Pembangunan Piyungan. The second phase
was conducted in October 2014 to get up-to-date problems of the class. Then, the action was conducted from January to March 2015. The researcher carried out the
action based on the school schedule and curriculum.
37
E. Research Instrument
To gain the valid data, the researcher used four instruments which were the
rubric of the students’ writing production, observation guide, interview guide and photographs. The instruments of the research are presented in the table below.
Table 2: The research instruments
No Data
Instrument Output
Usage 1.
Quantitative Rubric of students’
writing production Pre-test and post-
test scores In pre-test and
post-test
2. Qualitative
Observation guide Field notes
In planning stage
In action and observation
stage In reflection
stage
Interview guide Interview
transcripts In planning
stage In action and
observation stage
In reflection stage
Photographs Photographic
data In action stage
The rubric of students’ writing production was used to assess students’ writing in pre-test and post-tests. The observation guide was used as a guide in
doing classroom observation to get description of what happened during the teaching and learning process. Then, the result of the observation was analyzed
and transformed into field notes. This instrument was used in the planning, observation and reflection stages. In planning stage, the observation guide was
used to find out the problems which were arisen in the teaching and learning process.
38 In the observation stage, this instrument was used to record the
implementation of the actions. It consisted of three main parts. Those parts were pre-teaching, whilst-teaching, and post-teaching. The pre-teaching part focused on
what the teacher did in the beginning of the teaching and learning process. This part covered the way the teacher greeted the students, asked the students to pray
together before the lesson, checked students’ attendance list, and started the lesson.
The whilst- teaching part covered teacher’s activities in delivering the
lesson; it comprises the activities used during the lesson, the teaching techniquesmethod used by the teacher, and the media used by the teacher. Other
points related to the students’ activities in the classroom are also added, such as, the student
s’ involvement in the teaching and learning process and the students’ writing performance. The last part, post-teaching, covered the way the teacher
summarized the materials on the day, checked the students whether they had questions or not, and closed the lesson. In the reflection stage, the observation
guide that had been transformed into field notes was analyzed by the researcher and the collaborator to find out the effects of the implemented actions and to
decide the next actions that would be taken by the researcher. The same as the observation guide, the interview guide was also used in
planning, observation and reflection stages. There were two kinds of interview guide; the first one was interview guide for the teacher and the second one was
interview guide for the students. In the planning stage, this instrument was used to get information related to the difficulties in English teaching and learning. In this
