After deciding the field problems to solve, the collaborator and I discussed and analyzed the possible causes of the field problems. This step was necessary to
determine the appropriate actions that would be implemented to solve the problems.
Table 8: Field Problems to Solve and the Possible Causes in the English
Teaching and Learning Process at VIII B of SMP Negeri 3 Depok Yogyakarta
No. Field Problems
Possible Causes
1. The students had difficulties
in generating and developing their ideas.
The students had difficulties in
visualizing their ideas and also had limited background knowledge of the
topics.
2. The students lacked
vocabulary mastery. They lacked vocabulary exposures.
3. The students had low
grammar mastery. The students were rarely given grammar
exercises. 4.
The students often made frequent errors in
capitalization and spelling. The students were rarely given feedback
on their works.
5. The activities in teaching
and learning writing lacked variations.
The teacher rarely added variations in teaching writing. The activities mostly
focused on doing the tasks on LKS.
6. The students had low
motivation in learning writing.
The activities in the teaching and learning process were monotonous.
S: Students TT: Teaching Technique
3. Determining Actions to Solve the Feasible Problems
Based on the field problems and the possible causes discussed before, the English teacher, the collaborator and I selected some actions to cover the
problems. First, mind mapping would be applied in the teaching and learning process. The special features in mind map could be a good way to stimulate the
students mind so that they would be easier to generate and develop their ideas. It would also help the students overcome problems in organizing ideas.
In addition, some supportive actions would also be applied to support the main actions. They were giving feedback on students’ works including
capitalization, spelling, vocabulary and grammar, and providing grammar and vocabulary exercises to help them improve their writing ability. The relation
between the solvable problems and the actions that would be implemented can be seen as follows.
Table 9: The Feasible Problems to Solve and the Solutions No.
Field Problems to Solve Solutions
1. The students had difficulties
in generating and developing their ideas.
Using mind mapping as a teaching technique
2. The students lacked
vocabulary mastery. -Providing vocabulary exercises
-Using mind mapping as a teaching technique
-Giving feedback on the students’ works
3. The students had low
grammar mastery. -Providing grammar exercises
-Giving feedback on the students’ works
4. The students often made
frequent errors in capitalization and spelling.
Giving feedback on the students’ works
5. The activities in teaching and
learning writing lacked variations.
-Using mind mapping as a teaching technique
-Providing various tasks on the teaching and learning process
6. The students had low
motivation in learning writing.
-Using mind mapping as a teaching technique
-Allowing the students to have a group work
-Providing various tasks on the teaching and learning process
Before implementing the actions, the collaborators and I made several preparations and plans to make the actions successful.
a. Developing the Research Instruments Observation checklists, interview guidelines, writing tests and writing
scoring rubric were prepared. The observation would be conducted during the implementation of the actions and reflection. The interviews would be held during
the planning stage, the implementation of the actions, and the reflection stage. Those steps were crucial to get information about the problems dealt by the
research participants. I also could get suggestions regarding the implementation of the actions and the reflections.
In addition, the writing tests would be conducted to measure the students’ writing improvements. The writing scoring rubric would be used to assess the
students’ writing skills in the pre-test, progress test, post-test. b. Selecting the materials
The materials used in the teaching and learning process were based on the Basic Competency and Standard Competency of the junior high school students
grade VIII in the curriculum. The English teacher and I discussed and selected the materials together. The materials would be used to practice their writing skills.
The topic that would be given was descriptive text. c. Deciding the Teaching and Learning Activities
The mind mapping technique in the teaching and learning process would be combined with the other activities that aimed at improving the students’ writing
skills, such as providing grammar and vocabulary exercises, giving feedback to the students, allowing them to work in groups, etc.
d. Making Course Grid and Lesson Plans Course grid and lesson plans were designed in collaboration with the
English teacher and were revised based on the expert’s judgment. They were made to design the materials and the activities.
B. The Implementation of the Actions 1. The Report of Cycle I
