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In applying Quantum Learning strategy during the teaching and learning process of writing, the researcher used Quantum Learning design namely
“TANDUR” which includes 1 Tumbuhkan Enroll, 2 Alami Experience, 3 Namai Learn and Label, 4 Demonstrasikan Demonstrate, 5 Ulangi Review
and Reflect and 6 Rayakan Celebration as well as Quantum Learning Principles including 1 everything speaks, 2 everything is on purpose, 3
Experience before label, 4 Acknowledge every effort, and 5 If it’s worth learning, it’s worth celebrating. Those QL design and principles were expected to
be able to solve the selected problems.
Briefly, those proposed actions could be summarized as in the following table:
Table 7.
The Actions to Overcome Selected Problems
No .
Selected Problems Solutions
Expected results 1.
The students had low motivation towards
the teaching and learning process of
writing.
Providing various activities
Arranging tables and chairs into
semicircle Tumbuhkan
Enroll The students would be
engaged in the activities that were not
monotonous so they would not be bored
with the TL process
The new situation in the classroom was
expected to give new atmosphere to the
students. The new atmosphere will bring
a new spirit to study. The table arrangement
also made discussion activity easier.
Continued
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No
Selected Problems
Solution Expected Results
Sticking motivational
posters on the wall by involving the
students Tumbuhkan
Enroll
Providing a text with interesting
topic for the students for
example: description of a
public figure that the students were
familiar with
Using Power Point Presentation with
interesting pictures
Playing instrumental music
during the teaching and
learning process Tumbuhkan
Enroll
Implementing QL Principles If it’s
worth learning, it’s worth celebrating
by giving rewards to the participative
students
The students’ motivation will rise by
reading some motivation sentences
on the wall.
The students would be happy to discuss the
topic about a public figure that they had
already known and it was expected to raise
their motivation and confidence
The stude nts’ attention
would be attracted to the materials on the
PPT
The students’ attention
towards the lesson increased and engaged
them in the process of learning
The students’
participation towards the teaching learning
process increased Continued
Continued
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No
Selected Problems
Solutions Expected Results
Implementing QL Principles
acknowledge every effort.
Celebrate the achievement of the
student for what they have done
RayakanCelebrat e
The students will be more
active and don’t afraid in making
mistakes and want to try more
The student will be more enthusiasm to the
TL process
2. The students’
writing ability was still low
Implementing QL Design Alami
Experience:
Discussing a picture and a short
descriptive text about a public
figure
Brainstorming about what the
students could write about a
person
Discussing about the students’ idols
Implementing QL Design
UlangiReview.
Reviewing the results of the
students’ works. The students are
really understand and know about
the material These activities were
expected to allow the students to tap into
their prior knowledge and make connections,
adding meaning and relevance to the
materials being discussed.
Helping the students get ideas of what they
can describe about a person as well as to
improve their vocabulary.
The activities were expected to make
them really know about the materials
they learn. Continued
Continued
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No Selected Problems Solutions
Expected Results 3.
The media was insufficiently used
during the teaching and learning of
writing. Using LCD , PPT,
handouts and worksheets
The TL process would become more
effective that could engage the students’
attention and participation
4. The activities did not
provide enough opportunities for the
students to practice writing in the target
language. Using QL Design
Namai Learn and Label in which
the students would learn the materials
of descriptive text including the
social function, the generic structure
and the language features of a
descriptive text and do some well
arranged exercises
Using QL Principles
Experience before label in which the
students have a chance to learn by
themselves before the teacher takes
the role.
Using QL Design Demonstrasikan
Demonstrate in which the students
would construct a descriptive text by
themselves. The students had more
opportunities to learn writing
Continued
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B. Report Process
1. Report of Cycle 1
a. Planning
The action of Cycle 1 was planned to be conducted in 3 meetings. They were on October 30
th
, November 1
st
and 5
th
. In this first cycle, the researcher would teach descriptive texts and the topic was describing people. During these meetings, the
students were expected to be interested in and motivated with the learning activities that were conducted through the researcher’s method. It aimed to achieve some
learning indicators, to focus on the lesson, to be more disciplined, and to be able to work both individually and in groups.
In the planning stage, the researcher constructed a course grid and lesson plans for Cycle 1. The course grid was constructed by combining the model made by
the government and Quantum Learning strategy. Meanwhile, the lesson plans were constructed based on the course grid. The materials were taken from the internet and
some course books. The course grid and the lesson plans then were consulted with the researcher’s lecturer and the English teacher. To observe the teaching and learning
process during the action, the researcher was helped by a collaborator. In Cycle 1, the researcher planned to do these following actions:
a Teaching how to write a descriptive text about a person. By the end of the cycle, the students were expected to be able to write a descriptive text about their
favorite public figures of idols.
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b Creating some interesting activities based on the design and the principles of the Quantum Learning Strategy to achieve some learning indicators such as
understanding the use of a descriptive text, correctly using the correct verbs to describe a person, correctly using adjectives to describe a person, being able to
describe a person based on the pictures given, and being able to describe a person with the correct generic structure. The activities would be based on QL Design
including Enroll, Experience, Learn and Label, Demonstrate, Review and Reflect, and Celebration as well as Quantum Learning Principles including 1
everything speaks, 2 everything is on purpose, 3 Experience before label, 4 Acknowledge every effort, and 5 If it’s worth learning, it’s worth celebrating.
c Accustoming the students to opening dictionary d Initiating
the students’ motivation and enthusiasm by arranging tables and chairs circularly and involving the students to stick motivational posters
e Promoting peer discussion to improve classroom interaction between the researcher and the students and among the students as well as to improve the
students’ participation
b. Action and Observation
1 First Meeting
The first meeting of Cycle 1 was conducted on Thursday, 30 October 2014. The lesson was running from 07.00
– 08.20 WIB. The researcher came into the classroom
with the collaborator. He then greeted the students, led a prayer and checked the
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attendance. There were 30 students in the classroom. A student was absent because of sickness.
The researcher began the lesson by informing
that he would teach them for about three weeks. He also told the learning objective that should be achieved. The teacher
started to stimulate the students’ background knowledge about the descriptive texts. He asked some questions to make the students involved in the discussion.
Most of them had been familiar to descriptive text but when the researcher asked them whether they had
difficulties in writing, the students said that their problems were difficulty to get ideas to write and the limitation of vocabulary mastery as shown in the vignette below.
V02 The researcher then proposed Quantum Learning Strategy as a strategy they would
use during the teaching and learning process of writing. He introduced the strategy to the students, explained the strategy generally and told them that the aim of that
strategy was to solve their problems in writing. He asked whether the students had difficulty in writing especially descriptive
text. Almost all students said, “Yes.” They said that they found difficulties in writing especially because they did not know what they would write down on
the paper. They were also said that they did not know the meanings of many words. “Susah mas, bingung mau nulis apa It is difficult and confusing to
decide what I should write
” one of the students said. The other said “Bingung mau nulis soalnya gak tau bahasa Inggrisnya mas I am confused about what I
should write because I don’t know many words in English”.
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Figure 4. Arranging Tables and Chairs into Semicircle
The researcher started the activities of the lesson by implementing the Quantum Learning principles “Everything is on purpose” by asking the students to change the
arrangement of the table into a circle and put some posters containing different motivational sentences on the wall. The researcher was also implementing the
Quantum Learning Design “Enroll” to increase their motivation by asking them to read, understand, and keep in mind the content of those posters. The students seemed
enthusiasm and interested to gain the meaning of each word in the motivational poster.
