76 where they should change the verbs into the past form. In this task most of the
students could do the task correctly. However, in the task where they had to write their own story, there were many of them still used the present tense in writing a
narrative text. They sometimes forgot to use past tense and there were also some students who did not know the past forms of some verbs. There were also some of
them who still had difficulties in constructing sentences. They still used the exact form of the words they found in the dictionary, for example in the sentence “The
prince to eat with the frog”. The students still used the “to” like what they found in the dictionary when it actually should not be used.
4 Colourful Pictures and Compliments
The researcher used colourful picture series and gave compliments to the students to improve their motivation in the teaching and learning process of
writing. They were proven in enhancing the students’ motivation in learning
English. When she showed the pictures using slides, they paid more attention to her explanation and were actively involved in the discussion. The classroom
management became better that the students could be adequately controlled. They gave responses to the pictures that were shown and also actively answered her
questions related to them. She also gave compliments to them for their hard work. They also became happy when she complimented them. It could be said that the
effort to enhance the students’ motivation was quite successful.
77
3. The Implementation of Cycle II
a. Planning
After having discussion about the result of Cycle I with the collaborator, the researcher planned to conduct Cycle II. Cycle II aimed at giving solutions to
the weaknesses of Cycle I. The focuses of the actions in Cycle II which were planned by the collaborators and her were still the same as those in Cycle I. To
overcome the problems in Cycle I, she planned some actions to be implemented. The plans are described as follows:
1 Implementing Picture Series
In Cycle II, the researcher still used picture series to stimulate the students’ ideas and organize their writing. The text that was taught was still a
narrative text. The theme of the text used in this cycle was stories, folk tales, and fairy tales from Indonesia. In Cycle I, they learned about stories came from other
countries so in this cycle she decided to use the stories from Indonesia. Besides helping them to learn Indonesian culture, this also aimed to make them did not
feel bored. In this cycle she showed some pictures for brainstorming and used the
other one for the students to work with their friends until in the last task they wrote their texts independently. In Cycle I, they were proved to be successful in
stimulating their ideas. However, there were still some of them who had difficulties in organizing their writing based on the generic structure and wrote
their work in one paragraph. Therefore, In Cycle II, she still used picture series
78 and explained briefly again about the narrative text. Then, she discussed the
organization of the model text and asked them to arrange jumbled words and jumbled sentences based on the picture series and then rewrite them into good
paragraphs based on the generic structure. She also always reminded them to write their writing in paragraphs. In the last task they wrote the story based on the
picture series individually.
2 Vocabulary Exercises and Keywords
From the data gained from the actions implemented in Cycle I, there was a little improvement
in the students’ vocabulary mastery. They also still found it difficult to choose the appropriate words for a certain context. To overcome this
problem, the researcher decided to give them some more vocabulary exercises with pictures where they did a crossword and also another task where they
matched some pictures with the names of them in English. Besides giving them vocabulary exercises, she also gave them a vocabulary box which contained some
keywords that were possibly used in the text. The words in the box also contained the word classes of the words and also V
1
and V
2
of the verbs. These words were given to help them to write the text because there were some of them who rarely
brought their dictionaries in the class during Cycle I. However, in Cycle II she also always reminded them to bring dictionaries in the class.
3 Grammar Exercises
In Cycle I, it was found that the students lacked of awareness in the use of the past tense when writing a narrative text. In this cycle, the researcher gave
79 them picture series and explained briefly again about the past tense. Then, she
also gave them some exercises about the past tense. She asked them to identify the past tense used in a text and then gave another exercise where they had to change
verbs into past forms. Besides, she also gave them a vocabulary box which also contained the V
1
and V
2
of some words which could be used by them. She also always reminded them to use the past tense when writing a narrative text.
In Cycle I the students also had some difficulties in constructing sentences. They sometimes forgot to use to be before the noun or adjective and
still use to + verb as they found the words in the dictionary and sometimes to+V
2
or V-ing. In Cycle II, the researcher gave them a jumbled words exercise where they had to arrange the words into correct sentences.
4 Colourful Pictures and Compliments
In Cycle I, interesting and colourful picture series were proven to be successful in enhancing the students’ motivation to learning English. In this cycle,
the researcher also used picture series as the media. She used different themes of pictures from those in Cycle I so that they did not get bored. She chose some
stories that they were familiar with and pictures that were interesting and also showed clear actions and events so that they could easily analyse them. In this
cycle she also gave praise to them to improve their motivation as she did in Cycle I. In Cycle II she also tried to give praise for the students personally.
In the planning process, the researcher still had discussions with the collaborators in finding the solutions. She did some interview with them to give
80 her feedback and suggestions. She also did consultation to them about the lesson
plan used in Cycle II.
b. Actions and Observations of Cycle II
In Cycle II the researcher also collaborated with the English teacher and the researcher’s colleague. They observed her when she conducted the actions and
then gave feedback to her. Cycle II was conducted in three meetings. The schedule of Cycle II
presented in the table below.
Table 4.5: The Schedule of Cycle II Meeting
Day and Date Time
Material
1 Wednesday,
April 30
th
, 2014 2 x 40 minutes 08. 20
– 10.10 including break
Narrative text 2
Wednesday, May 14
th
, 2014 2 x 40 minutes 08. 20
– 10.10 including break
Narrative text 3
Wednesday, May 21
st
, 2014 2 x 40 minutes 08. 20
– 10.10 including break
Narrative text
The action in Cycle II also focused on using picture series to improve the students’ writing ability in stimulating the idea, enriching the students’
vocabulary, improving the language use in the use of the past tense, improving organization skill
and students’ motivation. The description of the actions presented as follows:
1 Implementing picture series
Based on the data gained from the evaluation done in Cycle I, the students already showed some improvements in generating ideas in writing the
story. The data showed that they could write more sentences for each picture.
