THE EFFORTS TO IMPROVE TEACHER ABILITY OF STATE ELEMENTARY SCHOOL JETIS 1 OF YOGYAKARTA IN DEVELOPING A SCIENTIFIC WRITING THROUGH A COLLABORATIVE APPROACH

This research was aimed: 1) to know whether a collaborative approach could deliver a good service for state elementary school in developing a scientific writing; and 2) to know state elementary school teacher ability improvement in developing a scientific writing through a collaborative approach namely: in proposal composition ability, proposal enforcement and teacher PTK/PTS report comp osition. This was a School Action Research. This research subjects were class teachers of State Elementary School Jetis 1, especially those who have had IV-a functional position. Data collection used a teacher behavioral sheet to obtain information on teacher assistance process. To obtain the information on the assistance success by the researcher it used a questionnaire to obtain information on assistance enforcement by the researcher in composing scientific writing used observational sheet of scientific writing work composition. Based on the research enforcement by using a collaborative approach it showed that: 1) each teacher could complete PTK/PTS proposal suitable with PTK criteria and manual expected; 2) teacher paradigm on difficulties to write PTK according to KTI and PTK manuals changed and was not desperate to materialize proposal suitable with problems they are facing in class; 3) the teachers had a high willingness to innovate learning in next opportunity by composing new proposals; 4) the teachers could have learned according to syntaxes/phases in the actions they used in the research; 5) the teachers could live a learning environment to be enjoyable learning and could also conduct a student center learning; 6) the teachers could have chosen learning methods and models according to teachers roles as a learning facilitator; 7) the teachers gave a wide opportunity to think, discuss and communicate concepts as well as result obtained in efforts to overcome the teacher difficulties. Through this resear ch it could deliver an interactive environment between teacher and researcher in efforts to overcome their difficulties. The teachers were more enthusiastic to attend each meeting and felt the difficulties facing in learning could be overcome