Student T: Teacher RESEARCH FINDINGS AND DISCUSSION

58 exercise, and giving prizes and feedback to students’ writing. Based on some consideration about the problems happened, the researcher and the collaborator discussed to determine some actions to solve the problems. A picture series was chosen as the media because it could stimulate the students’ mind and imagination, so that they could generate and develop their idea easily. Combining picture series with some learning activities, especially games, grammar and vocabulary exercises, was expected to improve students’ interest and participation in teaching and learning process. In this research, grammar and vocabulary exercises would not always be combined with picture series or games. It depended on the students’ need. Some supporting actions were also implemented. Those were giving prizes a nd providing feedback to students’ writing. The list of feasible problems to solve and the solutions were presented in the table below. Table 7: The feasible problems to solve and the solutions No. Field Problems to Solve Solutions 1. The students were not interested in the teaching and learning process. - Using a picture series as the media in the teaching and learning process. - Providing various tasks. - Combining picture series with learning activitiesexercises. 2. The media was boring for the students. 3. The teaching and learning process had little variation of activities. 4. Students were not motivated in learning English. 5. The material was not interesting for the students. 6. Students felt reluctant to write. 7. Students had difficulties in generating and developing their idea. Using a picture series as the media in the teaching and learning process. 8. Students found it difficult to add supporting ideas in their writing. continued 59 9. Students had problems in arranging sentences into good paragraph. 10. Students had low grammar mastery. - Providing grammar exercise. - Giving feedback to the students’ work. 11. Students had difficulties in determining verb 2, especially irregular verb. 12. Students often made errors in using capitalization, pronouns, article, and punctuation. 13. Students had limited range of vocabulary. - Providing vocabulary exercise. - Giving feedback to the students’ work. 14. Students often misspelled words. Before implementing the actions, the researcher had made several preparations. Those preparations are explained below.

a. Developing Research Instrument

Before implementing the actions, the researcher had prepared observation guide, interview guide, writing test, and writing scoring rubric. The observation guide was used by the collaborator to observe the implementation of the actions conducted by the researcher. The result of the observation was transformed into field notes. This instrument was used as the record of implementation of the action. The interview guide was used to interview the students’ and the collaborator after the teaching and learning process. The results of the interviews were transformed into interview transcripts. The researcher made used of those instruments to get information related to the benefit and weaknesses of the actions, the collaborator and the students’ perception of the actions, and the students’ improvement. In addition, the writing tests were conducted in post-tests to measure the improvement of the students’ writing skill. Writing scoring rubric proposed by Jacobss et al. 1981 was used to measure the students’ writing continued