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males and females students. In mixed classroom, the female students are sitting in front of rows of the male students.
The research was conducted from July 2010 to January, 2011. The following is the schedule for conducting the action research at SMPN 1
Pelaihari.
Table 3.1 Time Schedule of the Research in the Academic Year of 20102011
ACTIVITIES JULY
AUGUS
T SE
P T
OC T
NOV DE
C JAN
FE B
MAR CH
APRIL
Pre Survey
X
Making Proposal
X
Reviewing Literatures
X X
X
Developing Instruments
X X
Collecting and Analyzing the Data
X X
X
Writing the Report
X X
X Submitting the
document
X X
X X
B. Research Method
The research method used in this research is a classroom action research. In this case, the researcher wants to improve the students’ ability in writing a
descriptive text through collaborative writing technique. Here, there are some definitions of action research. Kember 2000: 25 states that action research is
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portrayed as a cyclical or spiral process involving steps of planning, acting, observing, and reflecting. Action research methodology offers a systematic
approach to introduce innovations in teaching and learning. It is normal for a project to go through two or more cycles. Improvement is brought about by a
series of cycles, each incorporating lesson from the previous ones. The cycle of Kember is the simplest and tidiest form.
Elliot 1991: 69 states that action research might be defined as the study of a social situation with a view to improve the quality of action within it. It aims
at feeding practical judgment in concrete situation and the validity of theories or hypothesis. It depends not so much on scientific test of truth, as on their
usefulness in helping people to act more intelligently and skillfully. In action research theories are not validated independently and then applied to practice.
They are validated through practice. Furthermore, Ebbut in Hopkin, 1993: 45 argues that action research is the systematic study of attempts to improve
educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions.
Besides, classroom action research has characteristics that meet the need of the researcher. They are, according to Dick in Nurkamto, 2002: 7 as follows:
1 Classroom action research is designed and applied in a certain classroom
setting; therefore, the research findings are applicable only to that classroom. The extent to which the findings may be applicable elsewhere depends on the
empirical similarity of setting and receiving contexts.
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2 Classroom action research is aimed at finding the solution for local and
practical problems. Therefore, the researcher does not apply methodology as rigidly as that in other formal researches in developing universal theories.
3 Classroom action research tends to be cyclical, meaning that certain steps
planning, acting, observing, and reflecting tend to recur in a more or less similar sequence at different phases of an action research study.
4 Classroom action research tends to be participative. It means that the clients
and informants are involved as partner, or at least active participants, in the researcher process.
5 Classroom action research tends to be reflective. Critical reflection upon the
process and outcomes are important parts of each cycle. From the definitions above, it can be concluded that a classroom action
research in this study means the systematic study of attempts to improve educational practices in order that the students’ achievement is very satisfying. It
tends to be cyclical, participative and reflective. In addition, the design of classroom action research used in this research is
a cyclical process adapted from the model proposed by Kemmis and McTaggart 1992: 11. It consists of four main steps namely: planning, acting, observing, and
reflecting. Here is the Spiral Model by Kemmis and McTaggart:
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Figure 3.1 The Model of Classroom Action Research
In each cycle, the procedures are: 1.
Planning The activities in planning are:
a. Conducting the diagnostic test, interviewing, and observing to identify the
real problem of the students in writing. b.
Planning the action program which will be conducted and preparing everything dealing with the action research requirements such as:
preparing the material which consists of students’ worksheet, making lesson plans, students’ questionnaires, preparing the sheets for classroom
observation, preparing test instrument, etc. 2.
Action The activities in action are:
a. Carrying out activities step by step based on the lesson plan.
b. Conducting teaching writing by using collaborative writing technique.
c. Conducting the posttest in every cycle.
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3. Observation
The activities which are going to be observed are process of teaching and learning in the classroom and learning progress that students achieved. The field
notes of both the researcher and collaborator and the result of recording will be the main resources for this observation.
4. Reflection
The researcher and the collaborator will analyze what is going on during the teaching and learning process and the result of the writing test. Through this
activity, both the researcher and collaborator will hopefully find the strengths and the weaknesses found during teaching and learning process. Both the researcher
and the collaborator will discuss the weaknesses and try to look for the solution of the problems found during the observation for the benefit of betterment of
students’ writing ability.
C. Subject of the Research
