continued
NO. Problems
Actions
7. The students often made frequent errors
in punctuation, capital letters, and spelling.
Giving feedback on the students’ work.
8. The teacher rarely used media.
Using pictures Providing handout to the
students.
To implement the actions, the researcher and the collaborators did some preparations and plans to make the actions as successful as possible. They are:
a preparing the course grid and lesson plans b selecting the materials
c deciding the teaching and learning activities d creating the tasks
e selecting the teaching media
B. Research Process
In this part, the process of the research is described in details. After being classified into two cycles, the discussions on the report of the first cycle are
presented below.
1. Report of Cycle 1
In the first cycle of the research, the plans were the actions decided by the researcher and the collaborator. The teaching and learning process in Cycle I
conducted in three meetings. In this cycle, the researcher and collaborators administered three steps as discussed in the following sections.
a. Planning
After selecting the field problems, the researcher and the collaborators discussed the plan for the Cycle 1. The first cycle was planned to be conducted in
three meetings. The actions that was planned to be implemented were described in the following table:
Table 6: The Actions Plans and the Expected Improvement to Achieve NO.
The Action Plans Expected
Improvement to
Achieve
1. Applying project-based learning
The students had more chance to practice writing.
The students
could actively
participate and got involved in the teaching and learning process.
The students had higher confidence to write in English.
The activities in the teaching and learning
process could
be interesting.
The students had higher motivation to learn English.
2. Giving feedback on students’ work
The students could be aware of their own mistakes.
The students would have adequate grammar mastery.
3. Using interesting media
The students were motivated in learning English
The students would be easier in generating the ideas
The implemented actions focused on improving the students’ writing skills through project-based learning. Based on the result of the discussion with the
English teacher, the researcher would act as the teacher while the English teacher would act as a collaborator.
The first action was implementing the project-based learning. Project- based learning was used to improve students’ motivation in learning English.
Through applying project based learning in the classroom, it was expected that the students could have more opportunities to practice writing, actively participated
and got involved in the learning process, and also could enhance their mastery in grammar, vocabulary and mechanics. The researcher planned some activities that
directed the students to complete the project. The project was named Wall Magazine. In doing the project, the students worked with group of 5 to 6. Before
developing and creating the product, the students were firstly shown the example of the end product, doing several tasks in grammar and vocabulary, selecting the
topic for each group, writing a narrative text, revising their writing, and finally submitting their end product
. They were allowed to add picture and any
decorations if they want to. This was also expected to enhance their creativity so that they could enjoy learning.
Second, to facilitate students to improve their accuracy, the researcher planned to give more explanation related to this aspect. In the first cycle, the
researcher would focus on grammar and text organization. Grammar exercises would be given for the students to improve their grammar mastery.
The next plan was giving feedback on students’ work. The feedback was given by the teacher and peers. The feedback was given by the teacher when the
students made their first draft of narrative text. The feedback given was in the form of written and oral feedback. Giving feedback on the students writing was
crucial to show them which part of their writing that was still incorrect and must be corrected. Giving feedback could give them opportunity to learn and notice
their mistakes. Moreover, the researcher also prepared the lesson plans and course grid for
the first cycle. These instruments were prepared for three meetings. The lesson
