b. The Concepts of Action Plans
After the field problems to solve were determined, the actions for solving the problems were planned. Some situations were expected to happen through the designed
actions, they are: 1
students could be fully joining the class. 2
students could be confident in writing English. 3
students could generate ideas in writing . 4
students could construct their own sentences correctly. 5
students could maximize their creativity in writing. 6
students could be more aware of the grammatical accuracy and writing mechanism
7 students could be encouraged to write.
In a democratic and dialogic atmosphere on 3
rd
May 2014, the collaborators and I discussed some actions that would be implemented in cycle I. To support the main
action, there were some supportive actions that would be covered in the teaching and learning process. The main actions and supportive actions are presented below:
1 Applying Photographs Based Activities
The use of photographs has some beneficial roles, namely 1 helping students
remember the detail about people, place, and things around, 2 capturing anything such as the characterizations, the appearances, and the sequences of ideas, and 3 giving
motivation and drawing attention from the learner.
In the lesson plans, some photographs and their following exercises were designed for the students. Since this lesson plan took the family theme, so some
photographs, sample of descriptive texts that represented one of family members, and following exercises were used in the given hand-out.
In the handout, firstly students were asked to identify what kinds of adjectives and nouns that they could possible found on the photograph. After that, a descriptive
text that described the photographs was delivered as modelling texts. Each sentence on this text was matched to the part of photographs. Students would see that some
adjectives related to the physical appearance and the costume wear can be used to generate idea. They also learnt how to construct the sentence pattern and to organize
descriptive text through this given text. Some questions related to text were provided and students would practice answering in order to find the information to the given texts
with my guidance. Then, in pairs students observed the second photographs and a descriptive text.
They were asked to underline each sentence and to match them to the parts of photograph. Later, they should answer the question and try to identify the organization
of given descriptive text. The third photograph required the students to work in group and to do the filling in the gap activity. The filling in the gap activity involved students
to complete the sentences using some adjectives and nouns provided in the photograph. Still in group, students were distributed the fourth photograph. Using the photograph,
they should find some adjectives and nouns that were possible to find on the blank boxes matched to the parts of photograph. Next, they should make the sentences using
the adjectives and nouns. The sentences that they made should be arranged and be written again in a good paragraph. They should present their work in front the class.
To use their creativity, students were asked individually to choose one of their family members photograph as the fifth photograph and to describe it. After they chose,
they should list some adjectives and nouns found and make the sentences. Using their sentences, they arranged their first draft and consulted to me. After the consultation
sessions, the given feedbacks were used by students to revise their first draft and collected to me again.
2 Giving rewards to the active students.
To make students compete, the direct mark were given to the active students individually or in groups using the grade of social indicator in 2013 curriculum. This
action aimed to activate the students. They were expected to be more active in class.
3 Giving more feedback written and oral to the students related to their writing
performance.
When students consulted their first draft personally one by one, the written and oral feedbacks were given. This personal meeting would help me as the English teacher
to give feedback on their writing related to their difficulties during writing process and their errors in writing mechanism.
2. Action and Observation
The actions which were focused on enhancing students writing performance were conducted in four meetings on May 10, 17, 21, 22 . When conducting the research,
the collaborators took note in the back of the class to observe the situation of teaching
learning process. Some documentation in the form of photographs were taken to support the research data related to the teaching learning process. The data of cycle 1 were
collected through classroom observation and interviews.
a. Applying Photographs Based Activities.
Applying Photograph Based Activities aimed not only to bring images in
reality but also become one of fun elements during the class. When photographs first were distributed in class, students gave attention and examined these photographs
seriously. They tried to give comments or to ask question related to the photographs even to suggest idea.
Later, there were some tasks followed that students should do. Using various learning aids such as dictionary and text books, they tried to complete their tasks.
Students seemed to be enthusiastic while doing the tasks. Then, there was an enhancement of students‟ writing performance. They seemed to be more confident and
comfortable when they began to write. Students admitted that using photographs would help them getting ideas easily then writing them into their own descriptive text clearly.
They could mention some adjectives and nouns that could be used as the ideas of writing.
. Ss were shared the other photograph. I asked Ss to observe what they learnt from the photograph in group. One by one Ss‟ group presented their result that they found.
“Policeman, pak.” The one group answered. “He is handsome, pak . “ the other groups added.
FN 817
th
May 2014
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