Continued
After determining the field problems to solve, the discussion to analyse the field problems and main causes was carried out. This step was
important to recognize the obstacles and weaknesses related to the field problems found.
Table 4.3: Table of Field Problems and Possible Causes No.
Problems Main Causes
1.
The students gave little attention to the teachers explanation.
The teacher did not engage the students’ attention by using exciting media andor
activities during the teaching and learning process
2.
The media used by the teacher could not motivate and give the students
enjoyment in participating in the teaching and learning process.
3.
The teacher did not use sufficient media.
The school did not provide enough media for the teacher to teach English,
especially to teach writing.
4.
Some students showed low interest in answering the teachers questions.
The classroom activities were not varied and the students were easily bored with
the usual activities done in the class. The students also has a mindset that
English is a difficult subject that they did not even try.
5.
The students had low motivation in learning.
6. The students lacked ideas to write.
The students have difficulty in generating and developing their ideas by
only imagining the subject of their writings in their mind, without really
observing it directly.
7.
The students found it difficult to organize sentences into good
paragraphs No.
Problems
Necessary Feasible
Urgent Not
Costly
15. The students had difficulties in
writing with the use of the correct grammar.
√ X
X √
Based on the consideration of the problems found and the possible causes of them, the discussion with the English teacher, the Interview with the English
teacher and some students, and the questionnaire result on the students’ learning style preference, which was visual, the researcher decided to use cue cards as the
media to i mprove the students’ writing skills.
In Impelemting the cue cards, the researcher had a problem with picking the right pictures for the cue cards. Thus, the researcher made a quick observation on
the students’ preferences, so the pictures picked for the cue cards would suit the students. The researcher also had casual interviews with some of the students to
know more about them and also based the picking of the pictures from the result of the interviews.
B. The Implementation of Cycle I
1. Planning
After getting information in the reconnaissance stage, the researcher and the collaborator decided the main problems to solve and planned several
actions to solve the problems, namely:
a Implementing Cue Cards as an effort to stimulate the students’
ideas
During the actions implemented, the researcher acted as the teacher in the class. The researcher and the collaborators planned to deliver the
instruction bilingually since the majority of the students could not comprehend English well. The media used in the class were cue cards.
The picture in the cue cards were expected to help the students to find
