This research is done in two cycles, cycle I and cycle II. To know student s’
ability and motivation before both two cycles, the students were given pre-test of writing recount text. The result of pre-test is to plan action I and II. Cycle I is to know
students’ motivation as well as ability in writing recount text. Besides, it is also used as a reflection to plan cycle II; meanwhile, cycle II aims at knowing the improvement
of students’ motivation as well as ability in writing recount text by planning better plan and action. In this case, the writer used Moodle as a medium to teach students
about recount text. This research is a process which consists of four phases, they are 1 planning.
It contains some plans of actions to increase students’ motivation as well as ability in writing recount text. 2 Acting is what teaching and learning process looks like, done
by a researcher as an effort to improve students’ ability and motivation to learn. In this case the writer uses Moodle
as a medium to improve students’ ability and motivation to write recount text. 3 Observing is the researcher observation towards
students participation in teaching and learning process. 4 Reflecting is some activities to evaluate and consider the result gained from observation and actions, so
it can be revised for better teaching and learning process.
In this research the writer uses two cycles, the cycles are as follows:
3.3.1 Cycle 1 1
Planning In this research the planning includes:
a The preparation of research planning
The writer made a list of activities to do. b
Preparing the subject of the study The writer chose SMP N 13 Semarang in this research. The school is the place
where the writer conducted Praktik Pengalaman Lapangan PPL teaching practice. The school is appropriate because it has computer laboratory and
internet facility to run the Moodle. The writer discussed with the English teacher of the school about the main problem that the teacher found in teaching English
and offered the teacher to collaborate in conducting action research to search an alternative way of teaching in order to solve the problem.
c Preparing the teaching materials
The main teaching material was writing recount text. Therefore, the writer created a lesson plan with SK and KD of writing recount text. Moreover, materials about
writing recount text were emphasized in the Moodle. The writer also made lesson plans, found some literatures such as books and web sources.
d Preparing the research instruments
A pre-test, field notes and worksheets were created as the research instruments. e
Preparing the evaluation scores A scoring guidance was
created to evaluate the students’ writing performance. 2
Action In this stage, the writer oriented her action based on Lesson Plan she made. See
Appendix 3 to see the complete Lesson plan. Below are the lesson objectives of each meeting:
Meeting 1: 1
The students are able to mention the meaning idea of recount text. 2
The students are able to identify the generic structure and language feature of recount text.
3 The students are able to use past tenses used in recount text.
Meeting 2: 1
The students are able to use the information they get to write about their unforgettable holiday with their friends.
2 The students are able to post their recount texts to hisher teacher through
Moodle. 3
Observing At this stage, the students’ activities during the action research process were
observed, identified and analyzed. The data collected in this study were qualitative data in the form of recount data and quantitative data in the form of students’ scores.
4 Reflecting
It is the activity of evaluating critically abo ut the progress of the students’
performance in writing recount text. The progress of all treatments in the first and second meeting were evaluated and analyzed in the reflection. At this stage, all of the
students’ recount texts were read. The activity was followed by analyzing the students’ draft to find their common problems. After that, a list of students’ common
errors, mistakes, and problems were made. Furthermore, the field notes that were
taken during the activity were considered as the reflection o f students’ affective
domain. After one cycle was completed, the observation result and evaluation in the first
cycle were analyzed. The writer reflected all the activities done in the first cycle and identified the weaknesses of the Moodle and teaching learning process in order to
improve the quality of those components. Moreover, the students’ needs were also analyzed. After that, a new lesson plan for the second cycle was created.
3.3.2 Cycle 2
