feelings, and suggestion related to the actions. The results of reflections were presented below.
a. Applying Photographs Based Activities
The implementation of photographs based activities was successful. The use of photographs and their following
activities could draw the students‟ attention as they were designed in colourful and attractive way as the stimulant for the students. Through
using this media, I could give students support during writing especially when they were clueless of ideas. The photographs could be used to generate the ideas in their writing.
During cycle I, students had more opportunities to enhance their writing performance in some writing practice designed. They had developed their confident to express their
idea in written and be encouraged to write. The students had begun maximizing their creativity to write their product.
They could start to generate ideas by mentioning some possible adjectives and nouns found on their photographs choice, then to construct their sentences based on the ideas
found, and to organize their sentences to be well arranged texts.
a. Giving rewards to the active students.
Giving rewards to the active students individually and in groups successfully improved the students‟ motivation to join the classroom activities. Most students
competed to get the direct mark. They enjoyed praises and rewards that were given according to their performance in class.
b. Giving more feedback written and oral to the students related to their writing
performance.
During cycle I, students had to start using their creativity to write their own writing product. The tasks were designed to give them ample opportunities to practice
their English and to start their writing. However, when students found it difficult to convey their ideas to be written, I asked them to simplify on what they wanted to write
then the simple translation was provided to guide them. When they were writing, I monitored their process and found some students still facing difficulties on using
grammar so some additional explanation and repetition were used. Through these explanation and repetition, students became aware that they made mistake and they
needed to correct themselves. Then, students had to consult their writing product personally. When consulting their draft first usually there were some feedbacks related
to their writing mechanism including the use of punctuation and capitalization, students had missed some punctuation rules. I tried to make students more aware about this rules
when they wrote their own texts. The personal consultation helped me to show and to explain more their mechanism problem. By using the feedbacks, students revised their
draft. They also paid attention more while writing and checking their final product before submitted to me.
It can be concluded that photograph worked well enough for the teaching and learning process of writing.
The students showed the sufficient enhancement on some aspects in writing performance like generating ideas, vocabulary mastery, using tenses,
spelling, and punctuation. However, some weaknesses were found during the actions.
First, some students did not know and forget on some adjectives and nouns words that they could find when observing the photograph, second there were some students
inactive in group discussion session, third the students were still confused about how
they should construct their sentences. Many of them still asked how to construct present tense pattern and how to express something in English. Some students were still
unaware in punctuation, capitalization and spelling. They forgot to use full stop . and to capitalize the first letter in a sentence also to use misspelled words. The personal
feedbacks oral and written that were given sometimes did not use maximally to revise students‟ writing so they needed longer time in consulting their own texts.
After conducting the discussion, the English Teacher and I decided to continue the research in cycle II in order to solve some weakness which appeared in cycle II.
The summary of the reflections and conclusion of cycle I and the recommendation for cycle II could be presented in the table below:
Table 4. 5 The Summary of the Reflections and Conclusion in Cycle I and Recommendation for Cycle II
