2. The Report of Cycle II
a. Planning
According to the reflection conducted in the first cycle, the researcher and the collaborator found that some problems still existed and
needed to solve in the Cycle II. These problems were presented in this following table.
Table 4.8 : The Existing Problems in Cycle I
No. Problems
Descriptions
1. Students’ language use
vocabulary d.
Some students still forgot to use the change the verb into
past tense. e.
There were still some students who often did
mistakes in terms of word choice.
2. Students’ mechanics
• There were still some students who were not aware
of writing capital letters appropriately.
In the planning of the implementation of Cycle II, the researcher and the collaborator planned to carry out the cycle in three meetings like
they had done in the Cycle I. They planned to have the students more focused on the writing process and made an effort to improve the students’
writing ability through cooperative learning. The researcher would also give some interesting activities like listening to music, watching movies as
the students requested.
____________________________________________________________ P
: “Oh, gitunya. Jadi kalian mau tugas yang bagaimana?” So, what kind of tasks you would like to suggest?
S2 : “dikurangi aja Miss, jangan terlalu banyak.”
I suggest you to limit the number of the tasks and make it less than before.
S1 : “ajak nonton film di kelas, Miss. Butuh refreshing”
Watching movies in the class would be great for refreshing. P
: “Ya, oke nonton film untuk pertemuan selanjutnya yah.” Ok, I would consider it for the next meeting.
Interview Transcript 8 ____________________________________________________________
The researcher and the collaborator planned to keep implementing the cooperative learning elements and strategies and providing
grammatical exercises as well as music and videos as the students suggested. The descriptions of some improved actions are presented as
follows.
1 Applying Cooperative Learning Elements
As the teacher revealed during the interview, having students learning cooperatively was considered more efficient. The students had
already shown some positive changes during the teaching and learning process. So, the researcher planned to continue having students working in
groups. However, the groups would be not the same as the previous cycle.
Students were asked to choose their own group members to make them feel more convenient. The researcher also did not force them to make a
group consisting male and female students. The researcher decided to use the group reward to enhance the students’ performance as suggested by
Slavin 1995.
2 Providing Music and Video and Grammatical Exercises
The students claimed that they had so many tasks to have done in the cycle I and liked to watch movies instead of texts. The researcher took
this into consideration to plan the action in Cycle II. She planned to limit the number of tasks and show the students a movie that requested by the
students, Frozen movie. Furthermore, she also would play and let the students listen to the Frozen original soundtrack in the very beginning of
the lesson to stimulate students. The researcher still needed to give the students some drills on
writing. There would be a narrative text which had some errors in which the students should give it corrections. The errors covering all of the aspect
of writing that they still lacked in.
3 Applying Cooperative Learning Strategies
Cooperative learning strategies mostly implemented during joint and independent construction of the text. The strategies implemented in
cycle II were buzz group, write-around, praise-question-polish, and three- minute-review. The students would be set in groups and having
discussions with their buzz group members to brainstorm the ideas on planning the draft. After that, they would write-around a sentence for each
member when it was their turns. The students would get feedback on their
first draft during praise-question-polish. In the middle of the discussion, the teacher would implement three-minute-review to let the students ask
clarifying questions or give the students a clear reminder of their mistakes. This was hoped to make the students more aware of their common
mistakes.
b. Action and Observation in Cycle II
1 First Meeting
The first meeting of Cycle II was conducted on Saturday, April 19th 2014. The class started at 07.02 a.m. as the bell rang. The research
came in the class along with the collaborator. She greeted the students and led the prayer. All the students were present and ready to start the lesson.
They were quite noisy since they asked for movie on the previous meeting. The students were kind of tired of such reading tasks, so the researcher had
prepared some music and movies for them. The researcher let the students listen to the original soundtrack of Frozen. They took out a piece of paper
and wrote down how they felt at the moment. They listed about four or five adjectives. Some of them were familiar with the songs as they sang
along with the songs. After that, some of the students shared their feelings while listening to the music. Some of them felt touched, relaxed, happy,
sleepy, and beautiful. After that, they moved on the next tasks in which they had to watch the Frozen movie and identify the elements in the
narrative such as who the characters are, the problem they had, and how
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