Planning The Implementation of Picture Series in the Cycle 2

92 asking the students to work in pairs. The researcher distributed a set of jumbled picture series of Cinderella Story to each pair. Then, the students were asked to arrange the picture series into the correct sequences. After that, the researcher invited the students to identify the picture series. The researcher asked the students to identify the characters, the things, and the places of the picture series orally. The researcher pointed several pairs randomly to answer the identification of the picture series. The researcher also invited the other students to give their opinion by adding more information. After that, the researcher distributed the jumbled paragraphs to each pair. The jumbled paragraphs were the story of the picture series before. Then, the researcher asked the students to arrange the paragraphs into a complete story. c Joint Construction of the Text In this stage, the researcher used the same text as in the modeling and deconstructing text stage. After finishing the arrangement of the paragraphs, since the paragraphs contained several blanks of words, the students were asked to fill the blanks using the appropriate words. The words had been listed by the researcher on a sheet of paper in the paper. The students chose the appropriate words to fill the blanks. After finishing the work, the students and the researcher discussed the answers together. Then, the researcher asked the students to submit their work. d Independent Construction of the Text The activity in this step was composing the narrative texts individually. The researcher distributed the second set of picture series. The story of picture 93 series was The Rabbit and the Tortoise. The researcher asked the students to compose the story. The students were given 40 minutes to write the story. The researcher allowed the students to use their dictionaries for some difficult vocabularies. The researcher asked them to submit their drafts in the end of the lesson. The researcher informed the students that the researcher would give a feedback to their drafts. The drafts should be given back on Friday, May 16 th , 2014. After that, the researcher asked the students to collect the revised written text on Monday, May 19 th , 2014. 3 Post Activities In the post activities, the researcher reviewed what the students had learnt. The researcher also gave the chances to them to ask questions related to the materials of the day. Then, the researcher distributed questionnaires Appendix C to them, and they were asked to answer the questions. After collecting the questionnaire of the students, the researcher thanked the participants who were involved in the research: the English teacher, the students of VIII F class of SMP Negeri 10 Surakarta, and also the peer-observer, for their cooperation. e Linking to Related Text The researcher did not have to follow this stage since the students only focused in writing narrative text. This stage was employed for post activities.

c. Observation

The observation was conducted in one meeting on Tuesday, May 13 th , 2014, the same time as the action implementation in the second cycle. The researcher asked for help from two peer-observers Zepeda, 2014. There were 94 the English teacher of class VIII F of SMP Negeri 10 Surakarta and a student of English Language Education Study Program of Sanata Dharma University to observe the teaching-learning process during the implementation. In this cycle, the observation still employed several instruments to obtain the data in order to get detailed information Foster, 1996. The data were obtained from the teacher‟s observation checklists activities, students‟ observation checklists activities and also from field notes. The difference from cycle 1 was the res earcher added students‟ interview in this cycle. The findings of each instrument were presented as follows. 1 The Analysis of Observation Checklist and Field Notes of Cycle 2 The researcher used yes-no form of the observation checklist Sloan Sloan, 2013.The researcher also employed field notes in order to support the data of the classroom observation Tomal, 2010. The observation was done at the same time as the implementation of cycle two. The results of the data Appendix E and Appendix F were presented in the descriptive form. Basically, the data which were obtained from the observation checklist and field notes in cycle two indicated that the students made progress for their writing skills. The data from the observation checkl ist of the teacher‟s activities indicated that the researcher could manage the class well. The data also showed that the researcher gave clear instructions to the students while teaching them. In cycle one, the data form the observation checklist showed that the researcher used Bahasa Indonesia for giving instructions frequently. Meanwhile, in cycle two, the researcher used English more often than the Bahasa Indonesia. 95 The data of observation checklist also indicated that the researcher mastered the materials well. The researcher also taught the materials in accordance with the lesson plan that had been made before. In the middle of the teaching-learning process, the researcher also gave positive reinforcement to the students. Since the group work was in pairs, the researcher could control the students well. The class condition was more conducive than the previous meeting. The researcher made the students enjoy asking about the material. They felt more confident to ask about their difficulties to the researcher. Similarly, the researcher was also enthusiastic in responding students‟ questions or response. It was consistent with the information found in the field notes of cycle two Appendix F: “While conducting the teaching-learning process, the researcher looked enjoyable in teaching the students since the condition of the class was very conducive. It was the same as the students. They looked more enthusiastic when they worked in the activities given by the researcher. Some of them were confident enough to ask and to share their opinions to the researcher about the materials.” Field notes, on Tuesday, May 13 th , 2014 The data showed that the students were enthusiastic with the activities. They enjoyed working in pairs. They were involved in the learning process. Some of them were more confident in expressing their opinions. Based on the observation, the students were very noisy in the previous meeting because they worked in the group consisting of 4-5 students. But, in this cycle, the students were not busy talking to other students about other topics. They focused on the group discussion. It can be seen in the field notes of cycle: