Based on the observation, interview, and result questionnaire, the research participant identified the existing problem which were necessary to be solved
collaboratively. Then, the possible problems which wanted to be solved were determined by the research participant too.
2. Planning
After selecting the problem from the reconnaissance, some plans were made to choose the actions that are feasible implemented in the field. The course grid lesson
plans, and hand-outs were prepared. In planning the actions, I discussed and worked together with the English teacher of VII F SMP 4 Magelang. The aim of this action was
to enhance students ‟ writing performance using photographs. Using photographs has
some beneficial roles, they are : a.
helping students remember the detail about people. b.
capturing anything such as the characterizations, the appearances, and the sequences of ideas.
c. giving motivation and drawing attention from the learner.
3. Action and Observation
In this step, the plans of action were done. The photographs were used and printed to make students interested and gave them ideas to write something especially in
making descriptive text about their family members. The first cycle was done in four meetings. As there were some national holidays in Thursday class, the additional hours
were asked to the English teacher and Curriculum Vice using the counselling hours
which was held every Wednesday at 12.20-13.00 p.m. during the actions implemented. The schedules of the actions could be presented in the following table below:
Table 3.1 Schedule of Action in Cycle I No
Cycle Day, Date
Time Text -Theme
1. I
Saturday, 10
th
May 2014 08.30 – 10-05 a.m
Descriptive- Family
2. I
Saturday, 17
th
May 2014 08.30
– 10-05 a.m
3. I
Wednesday, 21
th
May 2014
12.20-13.00 p.m. 4.
1 Thursday,
22
th
May 2014
10.45- 12.20 p.m.
The role as the English teacher to implement the action was taken during the research going. Then, the research participant worked collaboratively in order to
observe and to record the actions during the teaching learning writing process happened. In this case, the collaborators would observe the teaching learning writing process
related to the students‟ enthusiasm, confidence, and activeness in the class and the class atmosphere, obstacle etc. The observation checklist was used to put marks on the
aspects and activities done using the photographs. The field notes are written based on the gained data.
4. Reflections
After the action was done, some reflections in using photographs were done by considering the achievement
of the students‟ writing performance. Based on the result
