5. The students were not aware of
the word class between adjectives and verbs.
6. The students did some spelling
mistakes for some words such as lif, hep, leav, beautyful, vairy,
quen. a.
Applying the cooperative learning “write-around”
allowing student to practice to write sentence
per sentence in groups.
b. Applying the cooperative
learning “praise-question- polish” which let the
students to get feedback on their writing.
7. The students did not put a full
stop to indicate the end of the sentence paragraph.
8. The students wrote in capital
letters for a particular alphabet and when it’s not in the
beginning of a sentence.
9. The students did not write in the
capital letter for the first letter at the beginning of the sentence and
for some particular objects.
B. The Implementation of the Actions
1. The Report of Cycle I
a. Planning
Considering the problems identified above, some efforts were planned to solve the problems. The efforts were focused on improving the
students’ writing skills through cooperative learning. Based on the results of the discussion with the teacher in a democratic atmosphere on Saturday,
March 1
st
2014, the action plans of the first cycle that would be implemented are presented below.
Table 4.5
: The Actions and the Expected Improvement to Achieve
No Solutions
Expected Results to Achieve
1. Applying the cooperative learning
elements as male students would be separated in different groups which
a. The teaching and
learning process would run
would consist of male and female students.
efficiently. b.
The students would get focused on the
lesson and engaged in the activities.
2. Providing a number of narrative
reading texts. c.
Students had adequate knowledge
and ideas about narrative.
3. Allowing students to brainstorm
their ideas in buzz groups. 4.
Providing the grammatical exercises and drills.
d. Students would be
aware of the grammar rules used
in writing a narrative text.
5. Applying the cooperative learning
strategy “write-around” allowing student to practice to write
sentence per sentence in groups and
“praise-question-polish” which let the students to get
feedback on their writing. c.
Students would be engaged more in the
writing process. Thus they could
practice to write and get feedback to get
the better result.
The implemented actions focused on improving the students’ writing ability through cooperative learning. Based on the results of
discussion with the English teacher, the researcher acted as the classroom teacher during the implementation. Meanwhile, the action plans which
performed in the Cycle I would be explained as follows.
1 Applying Cooperative Learning Elements
As mentioned earlier in the identification of the problems, the students tended to not focus on the lesson and paid less attention to the
class. The teacher found it inefficient to approach the students individually to get the students clearly understood on the lesson. The researcher would
set the students to work in groups. The groups would consist of male and female students.
Female students seemed to easily focus and pay more attention than male students. By mixing the groups of male and female students, it
was hoped they could be more engaged in the learning process and motivated to perform better in writing.
2 Providing Narrative Reading Texts
As the students did not have adequate knowledge of narrative texts, the researcher would provide more narrative reading texts and give them
the appropriate model of narrative text before they engaged in the writing process. This was hoped to build the students’ knowledge and ideas of the
narrative texts. Furthermore, the students would increase their vocabulary mastery through reading the texts.
3 Providing Grammatical Exercises
The students still had low grammar mastery as mentioned in the field of problems. They did many mistakes in writing the past tense form
and were not aware of using past tense in writing a narrative text. By providing grammatical exercises, it would make the students aware of
using past tense in writing narrative texts and did not make mistakes in writing the past form of some verbs.
4 Applying Cooperative Learning Strategies
Cooperative learning has numerous strategies for enhancing students’ writing ability. The researcher selected some strategies that could
be implemented during the writing process. The strategies that would be implemented in the first cycle were buzz group, write-around, and praise-
question-polish. Buzz groups would be implemented during the brainstorming of ideas. The researcher would carry out write-around in the
joint construction of the text followed by praise-question-polish in the individual construction of the text during the process of writing.
b. Action and Observations in Cycle I
1 First Meeting
The first meeting was done on Saturday, March 29
th
2014. This meeting let the students explore the generic structure and the language
features of the narrative text. The research and the collaborator came into the class right after the bell rang at 07.02AM. The researcher led the
prayer and checked students’ attendance list. The class has 19 students in total, 10 female students and 9 male students. There were two male
students coming late, Sigit and Dismas. The collaborator sat on the very back chair behind the students and observed the teaching and learning
process. The researcher told the students what they were going to learn and
stimulate them with some questions “Do you remember what you learnt from your teacher last week about narrative text?” “Can you give me the
example of narrative text?” “What stories you read on the previous meeting?” The students were silent and reluctant to answer the questions.
