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2 The students felt easy to write a procedure text through PS 3 The atmosphere of the class was more alive.
b. Weaknesses
In spite of the fact that there were many benefits when Picture Series PS was implemented in the teaching-learning process, the researcher still found
problems faced by the students. The students’ problems in the first cycle were as follows:
1. Writing progress The students still found difficulties in grammar, content, and organization
aspect. 2. Classroom atmosphere
a The teaching learning activities were still dominated by the teacher. b There were few students who were still passive and unmotivated to
get involved during the teaching-learning process: pairs’ project, and group project.
c There were many students making a little conversation with their friends. They did not do task seriously.
5. Why it happened?
There were some causes why those conditions above happened. The causes of the students’ problems were as follow:
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b. Some of the students felt reluctant to get involved in doing the project: pair project and group project since they had different abilities.
c. The students’ language background Sasaknese and Indonesian in their daily life were different from English. So, most of them were influenced
by their native language when they were asked to write English text. c. A few of the students still thought that writing was still an uninteresting
activity. They were not interested in English lesson.
6. How should it be then?
As a matter of fact, there was a better progress of the students’ achievement in constructing a procedure text. The teacher, however, could not
deny that there were still some problems aroused and faced by them. To overcome those problems above, it was necessary to conduct the second cycle in order to
find out whether there was improvement or not. That was why the researcher tried to use a bit different way of teaching. He brought real objects into the classroom
to show the students how to make something. The action plan for the second cycle had to be improved and completed in order to improve the unsuccessful activities
in the first cycle. In this case, the researcher shared ideas with the collaborator to make a plan for the second cycle in order that the treatment given to the students
enabled to achieve the objectives of the teaching-learning process and the students’ problems solved. There were a lot of things that were discussed with
him: lesson plan, teaching-aids, and students’ worksheet. He also asked him to observe the researcher while giving the treatment to the students and discussed
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how to score the students’ work in every test: a post-test in every cycle. Of course, his suggestion was also needed to gain better improvement.
Table 11
The Students’ Problems and Their Solutions
Students’ problems Solutions
a. Exploring and expressing their ideas
1. Giving more detailed explanation about them and more exercises
d. Lack of grammar mastery 2. 2. Giving more exercises dealing
with grammar. e. Generating and organizing
the sentences in a logical order
3. 3. Using picture series
b. Teacher still dominates the class
4. Giving more opportunities to the
students to have interaction between them students- centered
c. Passive students 5. Approaching them or being closer to
them and giving more assistance, and attention to them
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6. Cycle II
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