91 from the three statements. In conclusion, the teacher personal behavior helped the
students in the process of increasing students’ motivation.
Based on teacher’s activity during the teaching learning process, they were 3 statements. The result of the observation showed that the teacher moved around
in the class during the learning process. The result from the second statement showed that the teacher checked the pictures arrangement to every group. There
was improvement for the first cycle so that the students could make a coherence story Raimes, 1983. Based on the observation result, in the third statement
showed that the teacher gave feedback on the writing result. Therefore, from the 3 statements the both observers showed all
positive results in the teacher’s activity. It meant that the teacher activity was effective in the process of learning.
4.3.4 Research Findings and Reflection for the Action of Cycle Two
In the research finding, the researcher conducted data analysis from questionnaires, observation checklists, and field notes. The results from the
second cycle were better than the previous cycle.
The result from the first group about students’ interest showed that most of
the students had high interest in the lesson. It was shown from the data that 83 of the students were interested in joining English lesson, 83 of the students were
interested in the topic of writing narrative, 96 of the students had the background knowledge of writing and 100 of the students gave responses when
the teacher asked questions. Based on the students’ response, the average of the
students’ interest was 91. It indicated the level of motivation was high.
92 Meanwhile, the supporting data from the observation checklist showed that in the
indicators of students’ interest both observers gave positive results. In the first cycle the students were not ready for the lesson. However, in the second cycle the
students were more ready to receive the lesson. It was also supported by the result from the field note in the second cycle that the researcher recorded,
Field notes2: The teacher started the class until the students entered the classroom. Then, teacher greeted the students warmly, asked the students
about their readiness joining the class, and asked the students to put everything except the stationary and the English book. All the students
had been ready for the lesson and all students paid attention to the teacher.
As Koulentes as cited by Mertler 2014 believes that the students who were motivated, usually were ready in joining the lesson. It was because they had
a need to learn. As supported by Uno 2007 who believes that the indicators that the students were motivated, there is a motive and need to learn. It had indicated
that the students really had strong interest toward the subject and the material. The second indicator was the
students’ effort Schunk, Pintrich, Meece , 2008. The indicators were same as the first cycle, there were two statements
which indicated the students’ effort. The result on the students’ effort showed that 87 of the students had effort in completing blank story and 87 of the
students had effort in arranging the picture series. Based on the result, it could be concluded that the average of the students’ effort was 87. It indicated high
motivation. It was supported by the result of the observation checklist. In the first task, they had effort in writing a simple story based on the picture that was
showed on power point slide. They also worked together to arrange the picture which were more challenging from the previous cycle.
