Giving more feedback written

learnt from the given photographs. They could develop sentences by using their own words. They became more aware of the use of tenses in descriptive texts. 4. The students became more confidence and independent when they wrote. The frequencies of students‟ questions when they wrote were decreased. 5. Eventually, the students‟ writing performance was also improved. It was clearly shown by their final writing products which were much better than the pre-test. Their scores and their main scores were also significantly improved. 6. Using the photographs made th e students‟ attention decreasing. They liked enthusiastic joining the class. 7. Giving more feedback written even oral to the students related to their writing performance in the personal consultation session could enhance the students‟ writing performance related to their writing mechanism. They could be more aware on how to use capitalization and punctuation comma and full stops and they became more critical on these aspects when they checked their friends writing product. 8. The students‟ participation in class could be promoted by the pair and group work. Students enjoyed to work together and helped each other to do the given tasks. 9. Giving rewards to the active students could improve the students‟ motivation to participate actively in class. Table 4. 7 The Changes Before and After Implementation No Before the actions were conducted After the actions conducted Cycle I Cycle II 1. The students had low motivation in learning English and low enthusiasm in the class activity The students‟ motivation increased higher than before the actions were conducted. Many students become happier and more motivated to join the activities. However, there were still some students reluctant to join the class. The students‟ motivation got higher than in cycle I. Most students were highly motivated to join the class. 2. The students got difficulties to express what they wanted to write and they were afraid to make some mistakes in writing. The students could start constructing their sentence. However, they still made some mistakes and errors. Some additional exercise were needed by them to decrease their mistakes and errors related to the grammar used The students could construct their sentences and decrease their mistakes and errors in making their own sentences. 3. The students were confused when they were asked to write as they found difficulties in generating ideas. The students were able to generate ideas and compose them to be their own texts creatively by using the photographs as the media. However, their confidence was still low and they were still not independent. Some students still asked certain words that they wanted to use without individually finding themselves by using dictionary as one of their supporting learning aids. Most students could generate ideas and creatively could compose the ideas into their own texts independently. Their frequency of asking decreased and they used maximally dictionary as one of their supporting learning aids. They also had more confidence during producing their writing product. 4. The students still made many mistakes and Students knew and became more aware of their writing mechanism Their problems in writing mechanism including the use of spelling, punctuation errors in their writing mechanism such as in spelling, punctuation and capitalization. including the use of spelling, punctuation and capitalization. They always checked their writing product before submitting. and capitalization significantly decreased.

1. The Writing Scores

In this research, 28 students were involved in pre test and post test writing performance . To avoid the subjectivity in scoring students‟ writing product, the inter rater reliability was used to make the data reliable. The scoring activities were conducted by the peer scorer and I. The summary of the result were presented below: Table 4.8 The Result of Pre – Test in each aspects Rater The Cohesion of Sentences Words Choice Vocabularies Writing The Coherence of Content Grammar Accuracy Rater 1 62.857143 70 67. 1428571 85.57143 60 Rater II 62.8571429 65.714286 66.428571 79.28571429 57.4286 Mean Score 62.86 67.86 66.79 81.42 58.57 In the pre test, some students were hesitant on what they want to write. They were not confident and were afraid of making mistake. When they wrote their writing product in the pre test, the sentences that they made were limited. Then, they used some inappropriate words choices and misspelled as writing the vocabularies. In the grammar accuracy, they sometimes forgot to use correct present tense patterns then some writing mechanism terms such as using punctuation and capitalization were also ignored by them. However, students seemed to make their content connecting to the given topic. Using photographs could enhance the students‟ writing performance. The enhancements were revealed from the result of the students‟ writing performance in the