In this classroom action research, the writer planned to conduct two cycles through Two Stay Two Stray as a method in teaching writing recount text, which is each cycle consists of four stages, they are: planning, acting, observing, and reflecting. The four stages of the classroom action cycle were conducted integrated like spiral. The scheme or model of classroom action research was as follow:11
Cycle I
Cycle II
1. Procedure of the Pre-Cycle
The first step in making classroom action research was the researcher used pre-test to assess the students’ ability in Planning I Reflection I PLANNING II Reflection Ii Action I Observation/ Data Collection I ACTION II Observation/ Data Collection Ii Set Of The Problem New Problem From Reflection I If The Problem Not Yet Finished
writing in recount text. In this activity the teacher taught students with conventional method. The teacher explained about recount text including; definition, generic structure, and significant lexicogrammatical features. Then, the teacher gave the example of recount text. After that, the teacher asked to the students to write a recount text according to their experience while they join in some extracurricular activities.
After the researcher gets the data from the pre-test and the observation, researcher analyzed the result to determine the use of Two Stay Two Stray method in teaching writing recount text. After recognizing the possible cause of problems faced by students, the researcher would explore ways that Two Stay Two Stray method can become an aid in teaching writing recount text.
2. First Cycle (1st meeting)
The first cycle was done based on the result from the pre cycle.
a. Planning
1) Arranging lesson plan 2) Preparing teaching material 3) Preparing observation scheme 4) Preparing test instrument
b. Acting
1) Teacher stimulated students by asking students about their unforgettable experience.
2) Teacher showed some example of recount text on slide
3) Teacher explanation the social function, language features, and generic structure of recount text
4) Teacher asked students to read, translate and identify the generic structure and language features of the text 5) Teacher divide students into 9 groups, consisted of 4
until 5 students
6) Teacher gave students 30 minutes to write down their unforgettable experience
7) After that, teacher asked two members from each group strayers go to another group to discussion like as correct the grammatical writing, and also share about experience to another group. In this step teacher give 15 minutes
8) Otherwise two member from original group stayers to welcome the strayers, presenting the work of the group from other groups and share their group discussion also. This activity continue until they return to their own group.
c. Observing
The teacher applied Two Stay Two Stray method and observed the teaching learning process. The observation on the students in first cycle was to check students’ ability. The indicators improvements are follows:
1) Students participate toward teacher’s explanation 2) Students asked question to teacher to clarify their
understanding
3) Students solved the problem in a group work 4) Students presented their writing
d. Reflecting
1) In the first cycle, the researcher got the data from the test and observation
2) Teacher evaluated the activities that were done 3) The classroom teacher and the researcher discussed to
make reflection what should they do repair the problems
4) Teacher analyzes the data to repair the next cycle. 5) Teacher make a temporarily conclusion for classroom
action research in cycle 1.
6) The result of the observation then was analyzed, and the result was used to improved students ability in writing skill of recount text.
3. Second Cycle (2nd meeting)
The second cycle was done based on the result of the reflection from the first cycle. The result showed that students got improvement score, but they still faced difficulties in understanding English text, so it needed another action to improve the next cycle.
a. Planning
1) Arranging lesson plan 2) Preparing teaching material 3) Preparing observation scheme 4) Preparing test instrument b. Acting
1) Teacher stimulated students by giving video 2) Teacher asked argument related to the video
3) Teacher choose about “Holiday” as the theme of this meeting
4) Teacher divide students into 9 groups, consisted of 4 until 5 students
5) Teacher gave students 30 minutes to write down their holiday experience
6) After that, teacher asked two members from each group strayers go to another group to discussion like as correct the grammatical writing, and also share about experience to another group. In this step teacher
7) Otherwise two member from original group stayers to welcome the strayers, presenting the work of the group from other groups and share their group discussion also. This activity continues until they return to their own group.
8) Teacher ask each group to discuss and write a report for their group. After all activities are already held. c. Observing
The researcher compared observation towards teaching learning process using observation scheme that was made. The researcher observed the teaching learning process and compared with the first cycle.
1) Students participate toward teacher’s explanation 2) Students asked question to teacher to clarify their
understanding
3) Students solved the problem in a group work 4) Students presented their writing
d. Reflecting
1) Evaluating the activity that was done
2) Analyzing the activity, they still find out the problem or not
3) The result of observation was analyzed, so it could be seen the improvement of students writing skill of recount text. The result of this analysis could be used
as review to use Two Stay Two Stray method in teaching writing recount text.