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learning process, 3 the improvement of the students’ motivation and interest.
2 The Strengths of Graded Exercises.
From the first cycle of graded exercises implementation, there are some strengths in carrying out the graded exercise to develop the students’ writing skill.
They included some points 1 the students can improve their vocabulary to arrange good sentences in order to construct good recount text, 2 the students
have motivation and interest to write, 3 the students have positive attitude in joining the teaching learning process.
3 The Weaknesses of Graded Exercise.
The data analysis also shows the weaknesses that can hinder the success of improving the students’ writing skill. The weaknesses that can be summarized
are 1 there are some students who have no dictionary so they just wait for the answers of other students, 2 longer time is needed to plant concept to the
students, 3 the students who dislike reading or passive student will be passive and will not express their ideas in groups nor individually.
4 Suggestions.
Based on the findings, weaknesses, and strengths, it is very important to continue the second cycle since the students’ problems have not been solved well.
Therefore, the writer prepared the next cycle by introducing the students to a new material to fulfill the need of how to write well.
6. Revised Planning Cycle 2
The reflections of the first cycle lead the researcher to continue the treatment in the second cycle. The writer prepared the second cycle by introducing
the students a new material to fulfill the need how to write well. The material was narrative text. The researcher should design the teaching learning process to make
the students write well, designed the worksheet and the test.
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7. Action Cycle 2
Action was the implementation of activities which have been arranged in the revised planning. It was conducted in three meetings.
1 The First Meeting
The first meeting of the second cycle was conducted on Monday 21
st
March 2011. The followings are the descriptions of each step:
a Building Knowledge of Field BKOF.
In this step, the teacher built the students’ knowledge to enter the teaching learning process of writing of narrative text. After opening activity, the teacher
gave apperception and motivation to the students, after that the teacher gave some questions to the students orally Appendix 16. The students answered the
teacher’s questions orally too.
b Modeling of Text MOT
The teacher divided the students into groups of four. After that, the teacher distributed the text entitled “Mission Fishing” Appendix 17. The
students discussed the text in groups. They identified the sentences in the text, answered the questions based on the text and analyzed the generic structure of the
text. After finishing the discussion, the students should present the results in front of the class. At last the teacher gave the reinforcement.
c Joint Construction of Text JCOT.
The activity was done in group. The material in this activity was arranging the words into good sentences. Firstly the teacher distributed the paper
containing the words that had to be arranged by the students Appendix 18. After
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finishing the discussion, the students presented the results. After all of the students agreed with the results of the class discussion, they need to answer the questions
based on the text Appendix 18. To check the answers, the teacher gave chance to the students in turn and discussed the answers together. The last activity, the
teacher gave reinforcement.
d Independent Construction of Text ICOT.
It is the last step of the first meeting in the second cycle. The activity was done individually. The material was arranging the words into good sentences. The
students analyzed the text and answered the questions related to the text at home Appendix 19. It was used to measure the students’ comprehension about
narrative text.
2 The Second Meeting
The second meeting of the second cycle was conducted on Wednesday 23rd March 2011. The material was focused on how to construct a good paragraph
of narrative text by arranging the sentences. The followings are the descriptions of each step.
a Building Knowledge of Field BKOF
In this stage, the teacher built the students’ knowledge to enter the teaching learning process of writing narrative texts. This step was as an
apperception. The activity was to discuss the homework given by the teacher in the previous meeting.
b Modeling of Text MOT and Joint Construction of Text JCOT
The two stages are joined because the students have mastered the concept of narrative text in the first meeting. Firstly, the teacher divided the students into
groups of four, distributed the paper contained some sentences to be arranged by
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the students Appendix 20. The students discussed in groups, presented the discussion result in front of the class, and answered the question based on the text.
The last activity is presenting the story in front of the class.
c Independent Construction of Text ICOT.
It is the last step of the second meeting in the second cycle. In this step, the activity was done individually. It was arranging the sentences into a good
paragraph, answering the questions, and discussion Appendix 21. These activities were used to measure the students’ comprehension about narrative text.
3 The Third Meeting
The third meeting was conducted on Thursday 24
th
March 2011. The main activity was post test. It is used to measure the students’ writing ability of
narrative text and the students’ comprehension about narrative text in the second cycle. The students had to do the task individually Appendix 22. The teacher
distributed a piece of paper containing the task that must be done by the students. The students had to do the task on the worksheet prepared by the teacher.
8. Observation.
