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C. Cycle 2
Based on the reflection in the previous cycle, the students encountered the problems what the students faced. The problems dealt with language aspects,
especially grammar, concept of simple present tense, their function, and its time, and also vocabulary. That is why the researcher introduced and explained them
about the good writing dealing with the grammar and vocabulary. In addition, the process of writing needed a long time especially in conducting the steps of
collaborative writing. So, the teacher provided more time in doing each step so that the students could finish their work well.
1. Planning the action
After knowing the result of cycle 1, the researcher designed the action. The researcher also shared with his collaborator related to the activities that could
be implemented in the second cycle. The researcher as a teacher prepared a lesson plans which consisted of objectives, materials, technique, and learning
steps for cycle 2. Besides preparing lesson plans, the researcher also copied some worksheets for the students and teaching aids to support the teaching learning
process. In this case, the topic was about describing the trees using the descriptive text. In this cycle was also designed for three meetings. The first meeting was
brainstorming and modeling, second and third meeting were the implementation of collaborative writing technique, and the fourth meeting was conducting the
post-test. This action plan was to improve the results of cycle 1. The solutions
offered by the researcher were: 1 introducing and explaining more about
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grammar and vocabularies in the descriptive texts; 2 giving more explanation about collaborative writing technique to the students so that they could understand
what to do based on step by step of the technique; and 3 providing more the time and enhancing the role of the teacher to help the students when they needed.
The plan of cycle 2 was arranged as follows: a.
In the pre-activity, to conduct brainstorming, the researcher provided pictures on the worksheet about trees so that the students could see the pictures clearly.
Besides, the researcher also displayed the pictures through LCD. In the modeling, the researcher gave the students’ chance to make a pair and chose
one of them as writer and the other as helper. b.
Since their difficulties were grammar and vocabulary, the researcher introduced and explained sentence pattern and structure in which the students
frequently made mistakes. Besides, the researcher gave them two descriptive texts about trees so that they could know more the words in the texts. And
then, they would conduct them in written exercises.
c. The researcher gave more time and attention to write the descriptive text
collaboratively so that each pair became more active and creative in the
teaching and learning process.
2. Implementing the action