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b. Model of Classroom Action Research
According to Kemmis and McTaggart 1988, as cited by Burns 1999, there are four steps to do Action Research p. 32. Those steps are planning,
action, observation and reflection. The steps are presented as follows.
Figure 2.1. The Planning-Reflection Cycle Kemmis and McTaggart, 1988
1 Planning The researcher starts to make plans after knowing the problem. The
researcher looks for an appropriate strategy that can overcome the problem. The researcher considers the objec
ts‟ strengths and weaknesses so that the strategy can overcome the problem happen.
2 Action In this step, the researcher applies the strategy in order to overcome the
problem which happens.
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3 Observation The researcher observes the situation of the environment and tries to
analyze the data. The researcher analyzes the data by doing analysis which is appropriate.
4 Reflection After having the result from data analysis, the researcher tries to reflect
what have done by the objects and prepare the next action for the next cycle.
c. The Characteristics of Action Research
Hinchey 2008 states that there are four essential characteristics of action research p. 4. The characteristics of action research are:
1 The research is conducted by people who belong to the community rather than by the outsider, for examples the school members or the teachers.
2 The research focuses on the improvement or better understanding in a certain level or material depends on the researcher.
3 The research involves some processes to solve the problem. The processes are information gathering, analysis and reflection.
4 The research consists of some cycles in the process of finding the result. It means that action research has some processes and cycles in order to
find the result. It is conducted by the insider in the community and focuses on the improvement in a certain level or material. The researcher can decide the area of
the research depending on the situation.
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B. Theoretical Framework
In theoretical framework, the researcher tried to relate the theory and this research. Ralmes 1983 states, writing can teach the students to learn about
grammar, idiom and vocabulary that have been taught by the teacher as cited in Hyland, K and Hyland, F, 2006, p.3. By writing some sentences, students can
practice how to make sentences with an appropriate grammar. By understanding grammar of the language, the students are able to understand the meaning of the
language. This is the important thing why the students should learn to write. The researcher chose two processes of writing according to Tiedt 1989.
The first process is students learn to write by reading and the second is writing can be taught. In those processes the students and the teacher analyzed the text and
discussed the text together. This research used genre-based approach as the approach to write. The students learn from the model of the text, discuss the text
with the teacher and try to construct their own text by writing different text. The XD students of SMAN 1 Depok had difficulties in writing narrative
texts. They made a lot of grammatical errors especially while using past tense. The researcher offered giving feedback in order to overcome the problem. The
researcher intended to improve the tenth grade students‟ grammar accuracy by
giving feedback. Fatham Whalley et al. 1990 reveal that there were some studies showing that
“students who receive error feedback over a period of time can improve their language accuracy
” as cited in Hyland, K and Hyland, F, 2006, p.4. The kind of feedback which will be given is teacher
‟s feedback. The forms of feedback are direct and indirect.
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