The students lacked ideas to write. The students had difficulties in

ideas for them to write. Previously, they might not find, or hardly find ideas to write since there was not a real object to write. By giving them the cue cards, the students were expected to be able to observe directly the subject of their writing. In the cue cards, researcher also put some clues, so the students could use them for their works. b Improving the students’ writing ability, especially in terms of vocabulary and the organization of the text The researcher would give some pictures related to the physical appearance of a person to the students. This action was taken because it would be easier for the researcher to explain some new vocabulary items, especially the adjective words to describe a person since the students could see the part explained directly from the pictures. It could also help the researcher to explain the organization of the text because the researcher separated the different part of the picture for different part of the text. It also could help the students to focus on one thing at one time as well. It would made the students’ work less messy and more organized. c Enhancing the students’ motivation to learn English The pictures consisted in the cue cards were expected to make the students more enthusiastic in joining the class activities. The researcher suspect that most students were interested in famous people because they knew them. That was the reason why the researcher used photos of famous people to be used in the cue card. They were also interested in the colourful cards since they rarely use any media in the classroom. Furthermore, the cue cards used as the media were colourfully printed. It would also be more exciting and easier for the students to write by observing the cue cards since that would be the first time they used cue cards in the classroom. The whole process of planning the actions also included some other important actions including writing the lesson plans, course grids, planning the writing activities, learning materials, and preparing the cue cards. The teacher and the consultant gave some feedbacks for them to be better and then they were revised before being used.

2. Actions and Observations of Cycle 1

The actions were carried out two times on March 17 th and 18 th, 2014. The schedule of Cycle 1 can be seen in the table below. Table 4.4: Schedule of Teaching and Learning Process in Cycle I Meeting Day and Date Time Material 1 Monday, March 17 th , 2014 2 x 40 minutes 08.35 – 10.10, including break for 15 minutes Descriptive text 2 Tuesday, March 18 th , 2014 2 x 40 minutes 11.10 – 12.30 Descriptive text The actions were focused on applying cue cards as the media to teach writing. The researcher acted as the teacher in the classroom, while the teacher became the observer. The data in Cycle 1 were gained from the