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118 Especially in grammar, the students were still limited in practising so
that the students did not really understand especially about verb 1, verb ses, be ‘is’’are’, modal, and singular-plural. In other words, the students were lack
of grammar practice. Due to the poor grammar mastery, most of the students’ grammar scores were low and needed improvement in the following cycle.
Some students also complained that they spent extra money to rent the computer.
2. Summary of Cycle 2
The implementation of cycle 2 was carried out in four meetings in which all of the meetings were for the teaching of writing whereas post test in
Cycle 2 was conducted outside the class as the students’ project which was sent and received via e-mail. In this cycle, the researcher emphasized to the
aspects of writing which still less improvements namely; the use of punctuation and capital letter, vocabulary, and grammar.
The teacher presented the material about the use of punctuation and capital letter. The students are suggested to pay more attention to this aspect
due to the fact that some students ignored punctuation and capital letter in writing. The teacher provided incorrect sentences in mechanic writing
through LCD, and then asked the students to make correction on these sentences. Some students came forward to make correction on the white
board one by one. From ten sentences given, there were two sentences which still incorrect in mechanic writing. The teacher asked them to discuss it,
finally some students could make correct sentences in punctuation and capital
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119 letter. This section was important to remind them that this aspect was
acquired in writing text. As a result, their mechanic writing mastery was improved compare with the previous cycle. It could be seen from the score of
post test. The activity of vocabulary identification was time for students to find
the difficult words from the text given which they got from internet and sent via e-mail to the teacher’s e-mail address. The aim of this activity was to
improve and increase students’ vocabulary mastery. They could find the meaning of the difficult words easier on the computer or electronic dictionary.
Just like what they did in cycle 1, then the students presented their works by writing the words on the white board one by one. By this activity, student
became active to improve their vocabulary. In improving the students’ grammar mastery, the teacher re-explained
in the term of simple present tense to make the students really understand of this tense. The teacher emphasized to the use of verb 1, verb ses, be; ís’’are’
modal, and singular-plural. The teacher provided jumble sentences to be revised into good order. The students also were asked to make sentence in
simple present tense. In this section imperative sentence was also presented to the students related to the topic given in Cycle 2 was procedure text.
The post test given to each student was writing a procedure text by providing some titles and the students might choose one of them. As the
previous cycle, the project had to be sent via e-mail within four days.
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120 The result of post-test in Cycle 2 showed the students’ improvement in
