Professional Documents
Culture Documents
RESEARCH METHOD
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P1
A1
O1
R1
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Cycle II : RP
A2
O2
R2
3.3.1
Planning
Before teaching learning process was began, first, the writer did the
observation to the school (SMPN 3 Amlapura) and then the writer identified the
existing problem in the classroom. After knowing the problems occured, the
writer determined the topic that would be taught. So, the planning was general
formulated by the researcher as follows:
1. Designing the lesson plan or setting up the teaching scenario for the
present class study. Prepared the topic that would be taught especially
material about recount paragraph so that students would more
understand the topic or material.
2. Preparing the instrument that would be used in teaching learning
process.
3. Designing the post-test that would be administrated at the end of each
session of this cycle.
4. Designing the questionnaire to the subjects under study.This
questionnaire was given to the students by the end of cycle II.
3.3.2
Action
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After the planning was completed, then the researcher carried out an
action. This teaching learning process focused on teaching writing through
scrambled sentences. The researcher began to teach in class based on thetopic that
has been made. During the teaching learning process, there would be three
activities included in the teaching scenario, namely: pre-activity, whilst-activity,
and post-activity.
Teaching learning process was started with pre-activity. The researcher
who acted as a teacher greeted the students and checked students attendance.
Then, the researcher tried to warm up the students prior knowledge by giving
some questions related to the topic that would be discussed. The aim was to invite
the students attention in order to make them more interested and motivated
during the teaching learning process.
In whilst-activity, the researcher carried out the main process of teaching
writing by using scrambled sentences. The researcher explained the topic and
gave an example of recount paragraph. The researcher gave an example of recount
paragraph to the students. In order to the process of teaching learning process was
more intensive, the researcher gave an exercise about recount paragraph with
scramble order and the students rearranged the sentences into a good paragraph by
discussing to each other. Observing the students was very important in teaching
learning process. The researcher should observe and help the students when they
did the exercise in order to know about the subject attitude toward the learning
process. After finishing answer the question, the researcher and students discussed
the correct answer. She asked one of students to come in front of the class to write
his/her answer on whiteboard. Next session, researcher asked the students to make
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a short recount paragraph based on the topic. The objective of this activity was to
measure the students writing skill before and after teaching learning process.
In post activity, researcher asked the students about their difficulties during
the teaching and learning process after applying scrambled sentences. Also, the
teacher made a conclusion or summarized the materials have been studied before.
The last, she ended the class and went out from the class.
3.3.3
Observation
In this classroom action investigation, the researcher acted as an observer.
In this study, the researcher observed the situation of classroom during the present
action study. The researcher observed the activities of students in teaching
learning process in order to know the effectiveness of learning process and
whether or not the strategy could improve the students achievement. In this study,
we could see the positive changing behaviour of the students attitude and
motivation in learning and practice of writing recount paragraph in their
classroom activities.
3.3.4
Reflection
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used the result in first cycle as the consideration whether the study would be
ended or continued to the next cycle.
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data required to answer the research question were gathered through administering
pre-test, post-test and questionnaire to the eighth grade students of SMPN 3
Amlapura. The pre-test was conducted to the students under study to find out their
pre-existing recount paragraph writing skill. In pre-test, the students were asked to
make a short recount paragraph based on the topic. Post-test was conducted at the
end of each session in cycle I and cycle II to find out the result of actions toward
the strategy used. And questionnaire was conducted to show the students changing
learning behaviors in learning recount paragraph writing by using scrambled
sentences.
M=
X
N
Where :
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: mean score
X
N
While the data resulted from the questionnaire would also be analysed
descriptively as the following percentage of an item:
x 100%
Number of whole students