56 a.
There would be more variation of activities in teaching and learning process focusing on writing practices.
b. There would be more tasks sequenced from simple to complex and easy to
difficult to help the slow learners learn English little by little. c.
The students would be able to finally produce a descriptive text. d.
The teaching of English would be more interesting. In order to achieve these objectives, the team discussed the action plans of
the first cycle in a democratic and dialogic situation. The following action plans were designed so that the students could improve their writing skill and were
motivated in learning English. 1
Implementing Genre-Based Approach emphasizing on scaffolding 2
Involving students in playing games for motivational purposes 3
Code switching between English and Indonesian 4
Using media
b. Teaching Process in Cycle I
The actions on Cycle I were carried out in four meetings on May 13, 18, 20, and 25, 2015. Each meeting lasted for 80 minutes. The actions were focused
on implementing the cycle through the Genre-Based Approach and the principles of the genre-based. In executing the actions, I acted as the teacher, while the
English teacher as the collaborator observed the teaching and learning process at the back of the class. The English teacher also took notes on how the teaching and
learning process was going. The Cycle I consisted of the full cycle of the Genre-Based Approach
— Building Knowledge of the Field, Modeling and Deconstructing of the Text, Joint
Construction of the Text, Independent Construction of the Text, and Linking Related Texts. The details of the process are presented below.
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1 The Implementation of Genre-Based Approach
In applying the Genre-Based Approach, the materials were presented in small chunks and sequenced from easy to difficult, from simple to more complex.
This way, students learned little by little, but the level of difficulty was increased gradually until finally, ultimately they were able to produce a text. The handout
thus included tasks focusing on vocabulary, singularplural noun, noun phrases with adjectives, prepositions, and simple sentences.
The way the materials were sequenced and presented followed the scaffolding concept, and it was an effective way of presenting materials. The
teacher commented: ----------------------------------------------------------------------------------------------
Teacher : …
Terus kemarin dikit-dikit to ngajarnya ini ini ini diulang-ulang jadi yo anak-anak yo paham
. … [You] taught slowly little by little and the
materials were repeated. So the students could understand.
see appendix, interview
---------------------------------------------------------------------------------------------- Giving the materials in small chunks was meant to make it easier for the
students to digest. The fact that the teacher realized that applying the scaffolding concept in the teaching and learning process this way showed that the teacher has
gained some awareness of the importance of adjusting the teaching pace with the students‟ speed in learning. Teaching objectives could not be achieved unless the
teacher is able to accommodate and facilitate the students‟ needs.
The students also got the benefit from the implementation of the scaffolding concept in a way that it was easier for them to comprehend the
materials. The conclusion was based on the fact that most students could follow the teaching pace. Furthermore, an interview with one of the students showed that
