58 in the lesson plans made by her to meet the syllabus. The summary of the actions
are presented in the course grid and lesson plans see Appendix D Appendix E.
b. Actions and Observations of Cycle I
The researcher worked with the English teacher and the researcher’s
colleague as collaborators in implementing the actions. They observed her when acting as the teacher by completing the observation checklist and also taking notes
about the implementation of the actions. At the end of the teaching and learning process, they gave her some feedback on the implementation and advice for the
next meeting. The implementation of the actions in Cycle I was conducted in three
meetings. The schedule of Cycle I can be seen in the table below.
Table 4.4: The Schedule of Cycle I Meeting
Day and Date Time
Material
1 Wednesday, March
19
th
, 2014 1 x 40 minutes 09. 20
– 10.10
Narrative text 2
Thursday, March 20
th
, 2014 2 x 40 minutes 07.00
– 08.20
Narrative text 3
Thursday, April 3
rd
2014 2 x 40 minutes 07.00
– 08.20
Narrative text The actions in Cycle I focused on using picture series to improve the
students’ writing ability in stimulating the idea, enriching the students’ vocabulary, improving the language use in the use of the past tense and
organization. The data in Cycle I were gained from the classroom observations, interviews,
and the students’ work. Further explanation is provided below.
59
1 Implementing Picture Series
Picture series were given in all of the three meetings. They were given in the jumbled sentences task in the first meeting and they were given for the
students to write a narrative text given in the second and third meetings. The details of the activity presented as follows:
In the first meeting, she asked the students some questions related to the topic that they would learn in the meeting. She asked them whether they knew
stories such as Cinderella and Snow White. This was done in order to introduce the topic of the lesson. After that, she gave them a model text entitled Hansel and
Gretel. They were asked to read and answered some questions collectively given by her. The questions were related to the content and the organization of the text.
She asked them about the characters of the story, the problem happened in the story, and how the characters solved the problem. They were given to check the
students’ understanding about the story and also related to the organization of the text. When discussing the answers of the questions, some of the students could
answer correctly but there were also some of them who could not answer the questions. She then guided them carefully to make all of them understand the
answers.This can be seen in the vignette below. To check their understanding, The R then asked the Ss some questions
about the text. The R asked,” Who are the main characters of the text?” Then, the students re
sponded,” Hansel and Gretel Miss.” The R responded,” Very good. What problems did they have? Apa masalah yang dihadapi sama Hansel di situ?
” Some students replied,” Dibuang di hutan Miss They were left in the middle of
the forest.” The R continued,” Iya, jadi dibuang ke hutan oleh orangtuanya. Di hutan mereka ketemu apa itu? Right, they were left in the middle of the forest by
their parents. Who did they meet in the forest?,”One of the students answered,”
60 Nenek sihir Miss
,” A witch, Miss The R replied,” Very good. Mereka mau dimakan nenek sihir. Terus gimana mereka bisa lolos? Diapain itu nenek
sihirnya?.... Didorong ya.. ke dalam tungku ” They would be eaten by the witch.
How did they run away? What did they do to the witch?..... They pushed her into the oven
”. Some students responded to the questions but there were still some of them did not understand the text. The R then discussed with the Ss the content of
the text, the components of a narrative text, and the characteristics of a narrative text.
Vignette 2, March 19
th
, 2014 see Appendix A After discussing the questions, the researcher then discussed the details
of the story and explained the generic structure of a narrative text. She connected the model text and the characteristics of a narrative text in order to make it easier
for them to understand. In the next activity, the students were provided a picture series of
Cinderella with jumbled sentences. They were given to stimulate their ideas about the story so that they can arrange the sentences into a good story. Sequencing the
jumbled sentences also helped them to learn how to make a well organized and cohesive writing. In this activity, she asked them to work in pairs and asked them
to write the correct sequence on their books. She gave them chances to discuss it with their friends but they still had to be responsible for their own work. However,
because of the limited time, they could not discuss the answers in the first meeting and continued it in the next meeting.
In the second meeting, the researcher showed the picture series one by one to the students by using LCD to discuss the correct sequences of the
Cinderella story. They discussed together the correct sentences of each picture. Not only asked about the correct sentence, but she also asked about the content of
the story to check whether the completely understood the story or not. Most of
61 them participated in the discussion and could answer the right sequences of the
story. This shown in the vignette below: The R and the Ss discussed the correct order of the sentences based on
the Cinderella picture series. The R showed the picture one by one and asked the Ss to answer the correct sentence for each picture.
The R asked, “ Which sentence is correct for picture no.1? Kalimat yang mana yang cocok dengan gambar yang
pertama? Which sentences fit the first picture? The student ans wered,” Yang h
Miss Sentence h, Miss ” The R continued,”Good, what is it?” The S
answered,”Once upon a time there lived a girl named Cinderella. She lived with her stepmother and her stepsister. The R said,”Iya betul. Jadi tentang apa ini?
Right, what is the story about? ” The Ss answered,” Cinderella.” The R said,”
Cinderella tinggal dengan siapa? With whom did Cindere lla live?” The Ss,
answered,” Ibu tiri sama saudara tirinya Her stepmother and stepsisters. Then, the students continued to answer the next number.
Vignette 3, March 20
th
, 2014see Appendix A After that, she showed the whole sentences to the students. Then, she
asked them collectively to mention which sentences belong to the orientation, the complication, and the resolution of the text. All of them actively answered her
questions and most of them could answer which one was the orientation, the complication and the resolution of the Cinderella text. It can be seen from the
vignette below. Then the R showed the whole text and asked the Ss the generic structure
of the story, which sentences belong to the orientation, the complication and the resolution. The R asked,” Can you tell me which sentences is the orientation?”
The Ss answered,” yang kalimat yang C miss, It’s the sentence C once upon a time mi
ss there lived......” The R responded,” very good. What about the complication? Waktu masalah terjadi? The part where the problem happen The
Ss answer,” Yang mulai kalimat A miss, sampai yang sepatunya lepas,” It’s from sentence A until the sentence where Cinderella missed one of her shoes... The Ss
then continued to mention until the resolution. Most of the students could answer the questions.
Vignette 3, March 20
th
, 2014 see Appendix A In the next activity, another picture series were given to the students.
Each student was given a picture series of Snow White and the Seven Dwarfs. In
