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Both students and writer conducted an active interaction during the teaching learning process. The students could follow the teaching and learning process
actively and interactively. 5
The improvement of students‟ writing skill after using audio-visual aid of processes
In the last test, each student could write procedure text better than before. They were able to organize appropriate generic structure, grammar, mechanics and used
various expressions and vocabularies.
4.4 Analysis of the Observation
The observation was used in order to gain the students‟ activities and the teacher‟s performance during conducting cycle I and cycle II.
4.4.1 The Analysis of Observation in Cycle I
The results of the observation in cycle I were as follows: 1
Observation of the students‟ activities a.
The students‟ attendance was 97. 34 students were present in the first meeting 94 and 36 students were
present in the second meeting 100 of cycle I. b.
The students‟ interest and motivation were 38. 9 students had great interest and motivation in the first meeting 25 and
18 students had great interest and motivation in the second meeting 50 of cycle I.
c. The students‟ activities during the teaching learning process were 47.
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16 students were active during the teaching learning process in the first meeting 44 and 18 students were active during the teaching learning
process in the second meeting 50 of cycle I. d.
The students‟ activities in focusing the attention to the teacher‟s explanation were 63
18 students focused on the teacher‟s explanation in the first meeting 50
and 27 students focused on the teacher‟s explanation in the second meeting 75 of cycle I.
e. The students‟ cooperation in their group during the lesson was 63.
18 students were cooperative in their group during the lesson in the first
meeting 50 and 27 students were cooperative in their group during the lesson in the second meeting 75 of cycle I.
2 Observation of the teacher‟s performance
a. The teacher‟s ability in preparing the teaching learning process was 75.
The teacher was very good in preparing the teaching learning process in both meetings 75 of cycle I.
b. The teacher was excellent in opening the lesson in both meetings 100 of
cycle I. c.
The teacher was very good in developing teaching learning process in both meetings 75 of cycle I.
d. The teacher was good in explaining the material to the students in both
meetings 65 of cycle I.
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e. The teacher was very good in managing the class in both meetings 75 of
cycle I. The teacher gave time to the students to ask questions and asked some questions about the material to the students to check the students‟
understanding. f.
The teacher was good in using the language in both meetings 65 of cycle I. The teacher‟s voice was not very loud in the first meeting, so some
students in the back row could not hear her voice clearly and the teacher made her voice louder in the second meeting. The teacher used correct
intonation, but sometimes used too many Indonesian words to explain the material.
g. The teacher was very good in using the media in both meetings 75 of
cycle I. The teacher used power point presentation in the first meeting and audio-visual aid of processes video in the second meeting.
h. The teacher was good in conducting the assessment in both meetings 65
of cycle I. The teacher conducted the assessment in pairs in the first meeting and asked the students to work individually in the second meeting.
i. The teacher was excellent in closing the lesson in both meetings 100 of
cycle I.
4.4.2 The Analysis of Observation in Cycle II
