This article describes a classroom action research held in writing class
using a four-phase technique to improve the eleventh grade students’ writing skill
and improve classroom situation. The method used in the research is classroom
action research was conducted in two cycles. Each cycle included four stages:
planning, implementing, observing, and reflecting. The research data were
collected by using observation, interview, document, photograph and test (pre-test
and post-test). The data were analyzed through descriptive analysis which
consists of assembling the data, coding the data, comparing the data, building
interpretation, and reporting the outcomes for the qualitative data and descriptive
statistics for the quantitative data. The research findings show that a four-phase
technique is able to improve students’ wriitng skill and classroom situation. It
shows that there was an improvement of the students’ writing skill before and
after the research.
Key words: classroom action research, writing skill, a four-phase techniqu
