the researcher and the collaborators. The responses were in the forms of comments, suggestions, praises, and recommendations.
5. Reflecting the Action
The researcher evaluated the actions that had been implemented in Cycle 1 and Cycle 2. After that, she described the effects of the actions and
examined the obstacles found during the implementation. Moreover, the she also interviewed the collaborators and the students in order to know their
views and feelings toward the actions. The reflection showed whether the action was successful or not in improving the students’ writing ability.
However, the unsuccessful actions would be modified into the ones which were more suitable in the next actions.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion. The research was conducted at SMP N 3 Mlati. The participants were the students of grade VIII
D students of SMP N 3 Mlati in the academic year of 20142015.
A. Reconnaissance
In reconnaissance, identification of field problems was conducted to know the problems faced by students. The researcher did an observation to get
information about the problems in the teaching and learning process. The English teacher and some students of VIII D class were also interviewed to get some
information about the current condition of the teaching and learning process.
1. Identification of the Field Problems
The observation was done on 12 May 2015. The result of the observation can be seen in the vignette as follows.
Vignette 12 May 2015
VIII D classroom
The teacher greeted the students in front of the class. He pointed one student in the class to lead a prayer. After that, he said, “Good morning, students. How are you?”
The students answered “Good morning. I am fine thank you, and you? “Fine, thanks”, the teacher replied. He also checked the students’ attendance list. Nobody was absent. Then,
the teacher introduced the researcher to the students and he asked the researcher to sit down at the back of the class.
The teacher started the lesson by mentioning the topic that the students were going to study. The topic was about narrative text. The teacher did warming up by asking
the students what the examples of narrative texts that they knew. Many students answered spontaneously. Their answers were varied; for example Danau Toba, Malin Kundang,
Mouse deer and Crocodile, and Timun Mas. Then the teacher explained the generic structure and language features of a narrative text on the white board. The details of the
each part were explained but some students, especially male students, did not pay attention to the teacher’s explanation. The teacher also explained about the language
focus for example the word class. He asked the students the kinds of word class but just
