b. Drilling grammar especially the simple present tense and sentence patterns used
Drilling grammar especially the simple present tense and sentence patterns used were successful. Students knew better and more aware when they wrote related to
this aspect. It seemed that their grammar accuracy aspect increased. They also developed their critical thinking about the use of grammar accuracy when they checked
and gave feedbacks to their friends writing product.
c. Maximizing the pair and group work
Pair work and group work activity activities successfully helped the students to fully join the class. The activities provided gave more chance to share ideas in writing
and to interact with others. Through the group work and pairs, they helped their friends to understand the instruction and to do the task correctly. In group writing product,
students helped their friends to start their writing in generating ideas and finding some appropriate vocabulary needed in their writing product. It seemed they used group
discussion more actively and gave motivation to each other.
d. Giving rewards to the active students
The rewards in the form of giving direct mark and some prizes successfully improved the students‟ motivation to join the class. They became active to participate in
the class. Most students liked praise and rewards that were given according to their performance in class. They were not patient to share their pairs or group discussion
result and work to the class.
e. Giving more feedback written
and oral to the students related to their writing performance.
During cycle II, when students consulted their own product, I found that their writing products were better than in the first cycle. Students had learnt more on how to
construct correct sentence then to organize them into well arranged texts. Their writing mechanism also increased. They become more aware on using capitalization in every
beginning sentence and name of people, and then remember putting full stop and comma in their texts. Before they collected their first draft and final product, students
always checked their writing.
Figure 4.2 An example of result of a student„s post test
The figure presented above showed that the students‟ writing performance
enhanced. Through some exercises designed in pre-writing sessions and consultation, they were able to construct their sentences becoming their own writing product
independently. They developed their awareness in using correct present tense, correct concord agreement and writing mechanism including the use of appropriate spelling,
capitalization, and punctuation. Besides, the students used some new words that had been learnt in the previous material and were obtained by using various learning media
when they wrote their writing product. It means the students had used their creativity more.
The data which were obtained from the questionnaire distributing in the end of cycle II showed that using photographs was able to enhance students‟ writing
performance and this strategy could improve the students‟ attitude toward the learning
process as well as learning behaviour in doing the writing task.
Table 4. 6 Th e Result of Students‟ Attitude toward Learning Process
Questionnaire After the implementation.
The questionnaire data analysis above indicated that the majority of the students 89 were interested in the photographs and 100 of them thought that
learning activity using photographs was joyful. Almost all of them 93 found it was fun to use photographs as the media to write. Then all of them 100 agreed that the
media could help them focus on their description and were helpful in generating ideas.
No. Questions Points Yes
No
1. Is our learning activity in writing class joyful?
100 0 2.
Are the photographs used interesting? 89
11 3
Do you think the photographs used help you generate ideas? 100 0 4.
Do you think the photographs used helps you to focus your description?
100 0 5.
Do you think it is fun in using the photographs to write? 93
7 6.
Do you prefer to use photographs in doing the next writing assignment?
68 32
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