From the simple graphic interpretation above, the sequence of teaching and learning procedure was illustrated. One „action‟ indicated a group of events
needed to be done before advancing to another „action‟. The arrow from the
bottom part of reflection which pointed to the upper part of the planning of the next cycle indicated that before conducting the next cycle, I had to put the
correction done in the reflection process into practical used in the next cycle.
3.2.1 The definition of each ‘action’ 3.2.1.1. Planning
Planning was the detailed plan of the action that I took to conduct research. Planning in this research refers to the making of the steps, methods, and
preparations. In order to complete the research purpose, this research was expected to find out:
1 the students‟ interest during the learning and teaching process,
2 the students‟ ability in using the appropriate adjective in writing
descriptive text, 3
the students‟ improvement in writing descriptive text using attribute charts strategy.
3.2.1.2. Acting
Acting is the act of collecting and analysing the data Mertler in Prasetya, 2012: 29. The actions done in this research were the application the planning that stated
in the class by the researcher as a teacher. The research purposes that must be fulfilled were included six aspects of micro skill in writing such as: 1 producing
graphemes and orthographic patterns of English, 2 producing, writing at an
efficient rate of speed to suit the purpose, 3 producing an acceptable core of words and use appropriate word order patterns, 4 using the acceptable
grammatical system, 5 expressing a particular meaning in different grammatical form, and 6 using cohesive devices in writing discourse. To fulfil the purposes
of the research and also collected the data, I was using the attribute charts strategy during the teaching learning process. I used the four stages of the curriculum cycle
at each meeting; further those stages were explained bellow: a.
building knowledge of the text the focus of this stage was primarily on the content or information of the
text. At this stage, students were a long way writing a text themselves, and activities will involve information gathering and note taking.
b. modelling of the text
to build up the students‟ understanding of the purpose, overall structure, and language features of descriptive text, I gave students the example of
written descriptive text. I displayed the text on the slide, and then asked the students to do the self- evaluation used the guidance from me.
c. joint construction
at this stage I and the students together, discuss the overall structure of the text, suggest more appropriate vocabulary, consider alternative ways of
wording an idea, and work correcting grammatical mistakes, spelling, and punctuation. The position of the teacher at this stage was as teacher-
guided, not as the teacher – dominated
d. independent writing
it was the final stage of the cycle, when the students write their own text. The students produced their own writing in a group of five and also did
individual writing.
3.2.1.3. Observing
