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- The use of correct spelling and punctuation mechanics was still bad.
- The arrangement of sentences into a good organization was also still bad.
The students and the class situation: - There were lacks of control and monitoring from the teacher
in the group work. - There were lacks of discussion about grammar.
- There was limited time because there were too many tasks to do in a single meeting.
- Time was not enough because they had to review the Basic English material because they forgot it.
By analyzing the observation results as the reflection, she and her collaborator concluded that using Task – Based Language
Teaching TBLT brought a positive result in learning. However, there were many weaknesses found during the teaching – learning process.
The weaknesses had to be solved to get a better result. As a conclusion, she considered they needed to revise the action plan for
the next cycle.
b. Cycle 2
The overall description of Cycle 2 can be seen in Table 4.7. The processes of conducting Cycle 2 are described in the following
parts.
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1 Planning
Based on the result of the reflection of Cycle 1 and the result of discussion with her collaborator, she thought that it was important
to continue the action to Cycle 2. She and her collaborator revised the plan for Cycle 2. In the Second Cycle, she planned to teach writing
using the topic of Describing People. Based on the result of First Cycle, it could be noted that there
were too many tasks in a meeting so the time was not enough. The teaching
and learning
process lack
of discussion
about grammarsyntax. The students also still found difficulties in
organization and mechanics of writing. As a result, the students still made some mistakes in organization, syntaxgrammar, and mechanics.
To obtain a better result, the researcher made a plan for Cycle 2 as follows. The first meeting was used for Pre – task phase. The Pre
– task phase was used for vocabulary exploration. The tasks were conducted in Meeting 2. The third meeting was used for language
focus, discussing grammatical forms, and conducting written exercises. The purpose of this arrangement was to optimize the tasks
by providing sufficient time for vocabulary building, writing practice, and language practice for the students. The tasks included the use of
teaching media, in the form of picture and video. The purpose of using video was to give language exposure to the students, to make the
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students more interested, and to make the students easy to describe the people in the video.
Table 4.7 Result of Cycle 2
Planning Topic : Describing People
Using Meeting 1 for vocabulary building, Meeting 2 for main tasks, Meeting 3 for language focus, and
Meeting 4 for post – test. Using pictures and video. Action
Meeting 1: Pre – task: Exploring vocabulary. Meeting 2: Task: Doing various tasks individually,
pair and group works. Meeting 3: Language focus: Discussing and practicing
grammatical forms using TBLT. Meeting 4: Post – test: Having writing test about the
topic. Observation The students:
- The students were more active in doing tasks. - The students could write a composition with little
mistakes in grammar syntax. The teacher:
- The teacher spoke more clearly in explaining the material.
- The teacher was more innovative by giving interesting pictures and activities.
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- The teacher gave enough tasks, sufficient vocabulary building, and grammatical practice.
Classroom situation: - The classroom situation was more alive, fun, and
enjoyable for the students because the topic was interesting.
- Group work was more effective to increase the chances to practice writing.
Reflection Strengths:
- TBLT encouraged the students to participate. - TBLT gave enjoyable tasks.
- The exploration of ideas was increased. - Accuracy of the grammar was achieved by sufficient
portion of grammatical practice. - The use of pictures and video could attract the
students’ attention. - The enjoyment of conducting the activity could
reduce the tension in writing class. Weaknesses:
- They wasted time for laughing. - There was not enough control in the class.
- The students too often looked into their dictionary to translate the words.
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- The evaluation could not be done right away. - The students still found difficulties in organization
and mechanics of writing.
2 Implementation the action
a First Meeting 1 Opening the class
The researcher and her collaborator entered the class. She greeted her students “Good morning my lovely students”
and they answered in high spirit “Good morning Mum” As usual she asked their condition and they did the same thing to
her. She checked the students’ attendance and started the lesson. 2 Pre – task Vocabulary Exploration
The researcher said that the topic of that day was Describing People. After delivering the worksheets, she started
the activity. She said that in the previous meeting they had learned about Describing Things. She reminded the students that
in describing things they could describe the characteristics of the things. In describing people, they also could describe the
characteristics owned by the people. She asked the students to look at the pictures in the
worksheets. In Activity 1, she gave them some pictures illustrating different features of people in age, height, hair and
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clothes. She asked the students to guess who they were. She explored some words dealing with those features. For someone’s
age, they used some words such as child, young, and old. For height, they discussed about some words such as short, fairly
short, medium height, pretty tall, tall, about one hundred and fifty centimeters, and about two meters height. For hair, they
discussed about the color of hair such as black, brown, red, and blonde; the shape of the hair such as straight, curly, and wavy;
and also the length of the hair such as long and short. They also discussed about bald, beard and moustache.
She asked the students to fill the table in Activity 2 with some features that they had discussed. She continued the activity
with writing practice. The students wrote sentences based on the pictures with their characteristics. They also had to explain the
number of people in the pictures. The researcher gave more dimensions in describing
people such as describing the skin, face, special characteristics nose, eyes, and spot and clothes. They discussed every point
and tried to find as many words as possible dealing with the features. As she had done before, they had grammar practice.
The activity was fun from the laugh that appeared during the discussion. The discussion of people’s appearance was very
exciting for the students. She gave the pictures of people whom
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they know. So, the students were easy to describe the pictures with their own ideas.
3 Closing the class The activity stopped because the bell rang. The students
were disappointed because they still wanted to do this activity. Before she finished the meeting, she gave an assignment to the
students for next meeting. They had to describe one person whom they knew. She said good bye and asked the students to
do their homework. She promised that they would meet again and continued the lesson with more fun activity in the next
meeting. b Second Meeting
1 Opening the class The researcher and her collaborator entered the class and
greeted her students “Good morning students” and they answered in enthusiastic “Good morning Mum” She asked their
condition, and they did the same thing to her, she checked the students’ presence and started the lesson.
2 Task Main Activity The researcher started the activity by reviewing the
previous meeting about Describing People. She asked the students about their homework and asked some characteristics
that could be described. They reviewed about age, height, hair,
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skin, face, special characteristics, and clothes. From this activity she was convinced that the students had already mastered the
vocabulary and key phrases for describing people. Hopefully, they would not find any difficulty in doing writing task that she
would give to them. She used herself to be a model to describe the
characteristics of person. She asked several questions about her physical appearances such as “How are my skin? How is my
face? Am I slim? Am I tall? What am I wearing?” The students enjoyed the activity. They did it in a relax way. The situation
was enjoyable. She created the situation that was not stressful for the students, so the students enjoyed this activity, tried to
find as many words as possible that were suitable to the topic and had enough courage to deliver their ideas. After the students
had enough vocabularies, the researcher asked the students to do Activity 1. The students had to identify the physical
characteristics of the people in the pictures. She and her collaborator monitored the students’ activity. She helped the
students in their troubles. Some students still had difficulties to translate the words that they wanted to write in English. Facing
this situation, the researcher asked them to ask other students or open their dictionary before giving them the correct words.
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After there was no problem, the activity was continued to next activity.
In the following activity, the researcher asked the students to make a list of the words that they learnt in Activity 1.
Because there was no problem in this activity so the researcher went on to Activity 3. In this part, she asked the students to
write sentences based on the pictures in the worksheet. This activity amazed her because the students could write many
sentences to describe the pictures even though in simple sentences and little mistakes of grammar. After they finished
their work, they went to the next activity. In this activity the researcher asked the students to present their work in front of the
class one by one. And she asked the rests of students to give corrections to his work. All students were enthusiastic to correct
their friend’s work. There was a self – correction process. 3 Closing the class
Having finished all the activities, she ended the lesson and the students gave applause. She ended the class by saying
goodbye. c Third Meeting
1 Opening the class As usual, the researcher and her collaborator entered the
class and greeted her students “Good morning students” and
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they answered in high spirit “Good morning Mum” She asked their condition, and checked the students’ attendance. She said
that, that day she would continue the discussion about Describing People.
2 Language Focus The program of that day was Language Focus. In this
phase, the researcher tried to give more accurate discussion of content, syntax, vocabulary, organization, and mechanics that
the students had applied in the task phase. After delivering the worksheets, she started Activity 1. It was an activity of filling
out some missing parts of a dialogue. The dialogue was about someone’s physical appearance. The students could do the
activity well. After the students finished the activity, she asked some students to read the answer. It was done for checking the
language accuracy. After that, she checked the students’ answers in the class discussion. The researcher explained the answers
using suitable vocabulary and syntax. Having checked the result of the rests of the class, she went on to Activity 2.
It was followed by students’ activity of working in pair. In Activity 2, the students were asked to make a composition to
describe the characteristics of a friend beside them. The questions of the dialogue in Activity 1 could be used as the
example. The purpose of this activity was to achieve the
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accuracy of the language form that was used in Describing People. She and her collaborator monitored the activity while
the students were working busily in pair. It was a fun activity. She heard a lot of loud lough of the students in conducting the
tasks. They had fun when they described their friend’s characteristics but their friend said that the characteristics were
not suitable with him. For example, a student said that his partner had a flat nose. But his partner did not agree with it
because he felt that his nose was not too flat. The problems that appeared in the activity were about misuses of word “is” and
“has” such as in sentence “He has long hair”, but some students wrote “He is long hair”. Most of the students had already
achieved the accuracy in using appropriate vocabulary, grammar, and logical content.
3 Closing the class When the bell rang, she ended the class. She announced
that the following meeting would be the writing test of Describing People. She asked the students to prepare themselves
for the test. She ended the class by saying goodbye. d Fourth Meeting
1 Opening the class The researcher and her collaborator entered the class,
greeted the students, and asked their condition. The students
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answered eagerly. She said that the day’s program was a writing test as she announced in the last meeting.
2 Conducting the test The researcher explained the rule of the test. The
students had to describe the picture. She and her collaborator observed the situation to make sure that there was no student
tried to cheat or opened their dictionary. The test ran well. After finishing their works, they submitted them on the teacher’s desk
in front of the class. 3 Closing the class
Having finished the test, she ended the class. She said goodbye and thanked the students for their participation in the
test.
3 Observation
During the implementation of Cycle 2, the observation was conducted by her and her collaborator. The focus of the observation
was the students, the teacher, and the teaching – learning situation during the action. The result of the observation was described in the
following paragraphs. The students showed better participation in the classroom
activities. Students had better self – confidence to write than before. The students could write a better composition with few mistakes in
grammar, vocabulary, and content. The students’ activities were full
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of laugh. It showed their enjoyment in conducting the tasks. The enjoyment in doing the tasks, especially in group works could reduce
the tension of writing. As a result, the students were eager to express their ideas in their composition.
In Cycle 2, the researcher explained the material to the students clearly. The researcher tried to make the lesson more joyful
by using pictures of the people they had known, so it was interesting for the students. The classroom situation showed better condition in
Cycle 2. The class was more alive. The enjoyment and much of fun in conducting the writing activities could be achieved in Cycle 2. It was
proved by the relax way of pair and group working and a lot of laugh in the discussion. The pair and group work were very useful in
increasing student’s participation in the writing activity. In Cycle 2, the students worked in pair and group more effectively than in Cycle
1. But, when the researcher asked them to do their tasks individually, the students were willing to work independently although the
researcher did not monitor them. From the result of the post – test in Cycle 2, it can be seen that
the mean score was 71.39, the highest score was 92, and the lowest score was 55. There were 22 students or 66 who passed the passing
grade. In more detail, the students’ scores for each aspect of writing from each scorer in the post – test are as follow:
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1. Form the first scorer. a. Organization: the mean score was 11.76, the highest score was
16, and the lowest score was 8. b. Content: the mean score was 22.18, the highest score was 30,
and the lowest score was 18. c. Syntax grammar: the mean score was 18.18, the highest score
was 25, and the lowest score was 10. d. Mechanics: the mean score was 3.15, the highest score was 4,
and the lowest score was 2. e. Vocabulary: the mean score was 15.64, the highest score was
20, and the lowest score was 12. 2. Form the second scorer.
a. Organization: the mean score was 11.76, the highest score was 16, and the lowest was 8.
b. Content: the mean score was 22.55, the highest score was 30, and the lowest score was 18.
c. Syntax grammar: the mean score was 18.48, the highest score was 25, and the lowest score was 10.
d. Mechanics: the mean score was 3.12, the highest score was 5, and the lowest score was 2.
e. Vocabulary: the mean score was 15.52, the highest score was 20, and the lowest score was 12.
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The average of those two scores of organization was 11.76 59, content was 22.37 75, syntax grammar was 18.33 73,
mechanics was 3.14 63, and vocabulary was 15.58 78. In Cycle 2 there were improvements of the students’ writing
ability in choosing the appropriate words that were suitable to the topic vocabulary, using logical development of ideas content in
making a composition, and using correct grammarsyntax. The writing aspects that should be increased in the next cycle were organization
and mechanics.
4 Reflection
Based on the observation results, the researcher made a reflection about the strengths and the weaknesses of Cycle 2, as
follows: a Strengths
The writing’s aspects: -
The exploration of ideas was increased. -
The use of suitable vocabularies was increased. -
The use of correct content was good enough. -
Accuracy of the grammar was achieved by sufficient portion of grammatical practice.
The students and the class situation: -
Encourage the students to participate in doing the tasks. -
Keep giving enjoyable tasks and interesting pictures.
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- The use of pictures and video could attract the students’
attention. -
The enjoyment of conducting the activity could reduce the tension in writing class.
b Weaknesses The writing’s aspects:
- The use of correct mechanics was still not satisfactory.
- The organization of the composition was still not satisfactory.
The students and the class situation: -
A lot of laugh made the class felt crowded. -
There was too much time for laughing. -
There was not enough control in the class. -
The students too often looked into their dictionary to translate the words.
- The evaluation could not be done right away.
c. Cycle 3
