70 reasons of the answer for each sentence. The students noted the explanation of
the researcher. 2
Main Activity b
Modeling and Deconstructing the Text The researcher asked them to gather in the group. The groups were the
same as the previous meeting. The researcher also gave a narrative text to the students. The narrative text was The Story of Cinde Laras. They were asked to
identify the errors of the past tense which occurred in the text. After finishing their assignment, the students and the researcher checked the work together.
c Joint Construction of the Text
In the second meeting, the researcher focused on the individual composing texts. Therefore, in this stage, the activity was the same as the deconstructing
activity since the student were asked to identify the errors of the past tense which occurred in the text The Story of Cinde Laras in a group form.
d Independent Construction of the Text
The second activity was composing the individual draft of narrative text. Here, the researcher used a set of picture series again. The picture series was
about a story of The Greedy Dog. The picture series was attached on the whiteboard, the same as the previous meeting. Here, the researcher provided the
keywords or the main vocabularies related to the story. Then, the students were asked to compose a story related to the picture series individually. The researcher
allowed them to open their dictionaries. Conversely to the group draft in the previous meeting, the individual writings had to be done individually.
71 After finishing the writing, the students were asked to submit their
drafts. Then, the researcher gave the feedback to their drafts and returned to them on Thursday, May 1
st
, 2014. After that, the students were asked to submit their revised written on Tuesday, May 13
th
, 2014. The researcher distributed the questionnaire of the first cycle Appendix C and asked the students to fill up the
questionnaire. 3
Post Activity In the post activities, the researcher reviewed what the students had learnt
by asking and answering some questions orally. The researcher then ended the class of that day.
e Linking to Related Text
The researcher did not necessarily follow this stage since the students only focused on writing the narrative texts. This stage was employed for post
activities.
c. Observation
The observation was conducted in two meetings on Thursday, April 24
th
. 2014 and Tuesday, April 29
th
, 2014. In this stage, the researcher had double role as the English teacher and the researcher. To observe the classroom, the
researcher also asked for help from two peer- observers Zepeda, 2014. They were the English teacher of the class and one student of English Language
Education Study Program of Sanata Dharma University to observe the researcher and students‟ activities during the implementation of picture series in teaching
narrative texts. Based on Foster 1996, in order to obtain the detailed
72 information, the observation was conducted by using several research
instruments. These instruments which were employed to obtain the data in cycle one were observation checklist, students‟ score in their revised written, field
notes, and also questionnaire. The analyses of each instrument were presented as follows.
1 The Analysis of Observation Checklist and Field Notes of Cycle 1
As clarified in the chapter 3, the researcher employed observation checklist as one of research instruments which was used in this study. The peer-
observers did the observation of the teaching-learning activities by checking the observation sheets Appendix C since the researcher employed checklist yes and
no form Sloan Sloan, 2013 .
Since the researcher used checklist form for the observation sheet, the researcher decided to employ the field notes Appendix C
in order to obtain the supporting data of the classroom Tomal, 2010. The observation was done on the same time as the implementation was
done. The observers did the observation of the activities in the class while the researcher was conducting the implementation of pictures series in the teaching-
learning process. The data were obtained from the teacher‟s activities
observation sheet, students‟ activities observation sheet, and also from field notes. The followings are the summary of the results of observation checklists
and field notes which were done by the peer-observers. a.
First Meeting The first observation was done in the first meeting of cycle one on
Thursday, April 24
th
, 2014. Based on the observation sheet of the researcher‟s
73 activities, the researcher could do the teaching process step by step. The
researcher also gave clear instructions to the students. The researcher managed the class well particularly when she used the picture series. It could be seen when the
researcher prepared the picture series, whereas the media was unfamiliar to the students, they were very enthusiastic to see the picture series. The researcher
introduced and invited the students to engage to the pictures series presented in the teaching and learning process. The same finding was found in the result of
field notes of cycle one Appendix F: “The students looked very enthusiastic to the picture series. By
using picture series, the lesson was more interesting. They tried to find the new vocabularies which they saw in the picture
series. They also became more active in the group. However, there were some groups who still had difficulty in composing
the text. The researcher visited the group and tried to guide
those groups.” Field notes, on Thursday, April 24
th
, 2014 The researcher did not speak English most of the time while teaching the
students. The researcher still used Bahasa Indonesia to teach them in order to help the students understand the instructions and the materials given.
Related to the materials, the researcher taught the students in accordance with the lesson plan. The researcher also mastered the materials well. The
researcher spoke clearly and loudly so that the students could understand the materials and questions given. Unfortunately, the researcher could not manage the
time well. While conducting the first cycle, the implementation of pre-writing activity exceeded from the time which had been prepared in the lesson plan. Also,
in the group activity, the technique in presenting the picture series on whiteboard influenced the students‟ situation. It can be seen from the field notes:
74 “They also became more active in the group. However, the
main problem here was that since the picture series was attached on the whiteboard, some students came forward to see
the picture series. They were busy huddling together in front of
the class and it wasted the time to do their work.” Field notes, on Thursday, April 24
th
, 2014 Based on the observation sheet on the students‟ activities, all of the
students understood and followed the researcher‟s instructions. Sometimes, they made some noisy voice, talked about another topic which was not related to the
topic. However, they could be managed well. When the researcher did eye contact with them, they knew that they had to give their attention to the
researcher‟s explanation. In the group work, some students did not cooperate actively. They
did not understand what they had to do. The researcher came to their seats and tried to give more explanation to them. The researcher asked them to submit their
group writing and gave feedback to their work. b.
Second Meeting The second observation was conducted in the second meeting of cycle one
on Tuesday, April 29
th
, 2014. There were 26 students in the class. The researcher started the meeting by greeting the students and asking their readiness since the
lesson was in the last hour of the day. In the second meeting, the researcher delivered the materials in accordance with the lesson plan. Since the researcher
had the results of the group drafts in the first meeting, she started to review on the parts where the students made errors. The researcher gave more explanations
to the students about the use of verb 2 and be form used in the past tense. The researcher guided the students by way of providing the questions and answers
section. The researcher could respond the students‟ questions well. Besides, the
75 researcher gave positive reinforcement to the students who could answer the
other students‟ question. In the second meeting, the researcher could manage the time wisely than in the first meeting.
Based on the observation sheet on students‟ activities, the students looked
more enthusiastic when the researcher explained the materials. It could be seen that the students started to get relaxed with the classroom atmosphere. Some of
them felt confident enough to state their opinion or just raised their hand to ask something.
In the main activity of second meeting, the researcher asked the students to compose a story from the picture series given individually. Here, the students
looked enthusiastic. They enjoyed the individual activity. But, unfortunately, the classroom
‟ situation still did not really conducive because of the technique in presenting the picture series on the whiteboard. It can be seen in the results of
field notes of cycle two Appendix F: “The students were still enthusiastic with the picture series used
in the learning process. But, because of the picture series was attached on the whiteboard, some of the students come in front
to see the details of the picture series. They wasted their time to
look the picture series rather than did their work.” Field notes, on Tuesday. April 29
th
, 2014 Some students still asked their friends when they were doing the writing.
The teacher asked them to do their own work and reminded them to always bring their dictionary. The students who came in front of the class to see the detail of
the picture series also used the chances to talk about the other topics with their friends. They wasted their time to compose the individual drafts. The teacher
