Report of Cycle 2 Research Findings 1. Identification of the Field Problems

paragraph individually. They may look their own dictionary if they do not know some word in English. They got enough information from the previous activity, such as the generic structures, the use of simple past tense, and also other language features of the recount texts on their writing before. Therefore, the students could easily put their ideas to write their own recount text in the end of the cycle. 4 Fourth meeting The fourth meeting was held on August 27, 2014. The class was opened by the researcher and she checked the students’ attendance list. P asked about the preparation of S today to make a bulletin board. P directs students to sit according to their own group and issued a recount stories they create. Each discussion group chose two stories recount that is considered the best and most suitable to the characteristics of recount text. Representatives of each group discussed recount stories selected to the P, while the other group members make and decorate a bulletin board. After all the stories recount the fix, then all students continue to make the bulletin board. The results of the completed bulletin board was displayed on the board and then assessed by the P and English teacher Before closing the lesson, the researcher asked about students‟ difficulties then reviewed what had been studied. After that, the students were asked to study the next lesson that was describing places. Finally, the lesson was closed. b Observation Based on the observation done in cycle 2, the researcher had done all activities based on the observation checklist. The researcher did opening activities, core activities, and closing activities. In addition, students also showed some improvements that they were more enthusiastic, their grammatical mistakes became minimal, they can generate ideas well, and they were not afraid to ask the researcher about their difficulties in writing. 3 Reflection Based on the observation done during the teaching learning process in Cycle 2, the actions implemented in Cycle 2 were evaluated in the form of reflection. According to the results of observations which were done through writing in the form of field notes, interview trans cripts, and samples of students’ works, the improvements and weaknesses of Cycle 2 were elaborated. Those improvements laid on students’ writing practice, such as generating ideas, grammatical mastery, and paragraph organization. By applying pictures, and group work, the students were enthusiastic to do writing activities which affected their writing ability in terms of ideas generation and paragraph organization concurrently. It can be seen from these following data: As indicated in Cycle 1, the application of pictures and group work could ar ouse students’ motivation in learning materials being taught. It could lead the students to focus and pay attention to the materials presented. Besides, it could also arouse their enthusiasm in doing writing tasks. By applying pictures, and group work, the students were enthusiastic to do writing activities which affected their writing ability in terms of ideas generation and paragraph organization concurrently. It can be seen from these following data: R : Bantunya gimana? How did it help you? Ss : Jadi nggak bingung nulis tentang apa terus bisa nyambungin. S19 I did not become confused in what to write and connected. Jadi lebih gampang nulisnya. S20 It made easier to write. R : Terus peningkatan apa yang kalian rasakan dalam menulis? What improvement did you you got? Ss : Sekarang sudah bisa buat kalimat yang betul terus nyambungin. S20 Now, I can make sentences correctly then connect them. Udah tahu gunanya nulis buat apa dari contoh. S18 I have known the aim of the writing based on the example. Jadi kalau nulis berkurang salahnya. S1 My writing became less of mistakes. Yang pasti nggak acak-acakan lagi, Mbak. S4 Something which was clear was that my writing was not messy again. R: Researcher; Ss: Students Interview 10, September 3 rd 2014