3. Determining the Actions to Overcome the Selected Problems
After selecting problems to be solved, the researcher decided to do some actions to overcome those problems. The proposed actions are presented in the
following table.
Table 6. The Actions to Overcome the Problems No.
Problems Indicators
Actions
1 Writing
technique in the teaching
and learning process
was not
implemented to
help the students to write step by
step using writing process.
- There were rarely introduction
of new vocabularies
to the students. -
There was
no drilling on how to
write correct
sentence to
the student.
- The focus of the
learning process
was not on writing product
of the
students. In
addition, the focus was on how the
students presented orally their written
product in front of the class.
- Implementing PWIM
technique which consists of six steps for teaching and
learning process of writing. The steps are:
1.
selecting pictures 2.
identifying and labeling pictures
3. reading and reviewing
the picture word chart 4.
creating a title 5.
generating words into sentences
and paragraphs
6. reading and reviewing
the sentences
and paragraphs.
2 The
teacher provided limited
varieties of
media. -
The teacher only used book or LKS
for teaching the students.
- The teacher rarely
made use
the teaching media in
the classroom. - Implementing the first step
of PWIM
technique selecting the pictures.
3 The students had
difficulty in
generating ideas. -
Most of students were confused in
what they had to write.
- Their writing had
less supporting
- Giving the students a model text functioning as the input
of language. - Implementing the second
step of PWIM technique identifying and labeling the
idea. -
Most of students needed a lot of
time to develop their idea.
pictures - Guiding the students to
brainstorm ideas through the provided pictures.
4 The
students’ writing was less
organized. -
The students had difficulties
in arranging
words into
a correct
sentence. -
The students had difficulties
in arranging
the paragraphs.
- Giving explanation about the generic structure and the
language features
of narrative texts.
5 The students had
limited vocabulary
mastery. -
The students often asked teacher to
translate words. -
Most of
the students
made many errors and
mistakes in
choosing appropriate
vocabularies. - Implementing the third step
of PWIM
technique reading and reviewing the
picture word chart. - Providing lists of words
based on the picture word chart to enrich students’
vocabulary mastery.
6 The students had
difficulties in
using the correct grammar
in writing.
- Students
made many errors and
mistakes in
agreement, tense, word
order, articles, pronouns,
and preposition. - Implementing the fourth
and fifth step of PWIM technique Creating title
and generating words into sentences and paragraph
- Providing the students with writing tasks and exercises
related to the narrative text and the generic structure of
the text.
7 The students did
not pay much attention to the
use of correct mechanics
in writing.
- Most of
the students
made many errors and
mistakes in
spelling, punctuation,
and capitalization.
– Implementing the sixth step of
PWIM technique
reading and reviewing the sentences and paragraphs
– Providing the students with opportunities
to correct
their writing in a group. 8
The students had low motivation in
writing. - The students were
reluctant to
do writing tasks.
- Some students said
– Encouraging and asking the students to identify and
label the pictures as many as possible.
they did not like writing.
- The
students considered
that writing in English
was difficult. – Encouraging the students to
spell the words together – Giving guidance in the
writing process planning, editing,
revising, and
publishing the final version of students’ writing.
B. Report of Cycle I and II
1. Report of Cycle 1
a. Planning
After getting the information about the problems found in the reconnaissance stage, the researcher and the collaborator planned some actions to
overcome the problems. The actions which consisted of two cycles focused on the use of Picture Word Inductive Model to improve the students’ ability in writing
narrative texts. Cycle 1 was conducted in two meetings. It started on 19 May 2015 until
20 May 2015. The teaching and learning process applied Genre Based Approach which consists of four stages namely Building Knowledge of Field BKOF,
Modeling of the Text MOT, Joint Construction of the Text JCOT, and Independent Construction of the Text ICOT. PWIM technique was applied in
those four stages. The researcher prepared teaching and learning instruments which consists
of course grids, lesson plans, and worksheet. The components of the course grids are standard of competence, basic competence, indicators, materials, language
focus, activities, and time allocation.
The plans of the Cycle 1 are presented in the following discussions. 1 First meeting
In the first meeting, the plans focused on introducing the activities and media of PWIM technique in three stages of genre based approach that are
BKOF, MOT, and JCOT. The followings are the discussions of each stage. 1. BKOF Building knowledge of the Field
There were some plans to implement PWIM technique made by the researcher and the collaborators in BKOF stage. They are:
a Selecting Pictures The researcher and collaborator selected interesting pictures as media
in leading activities. The pictures are the representative of the texts that were discussed in the next activities.
b Identifying and Labeling Items The researcher and collaborators designed the leading activities by
providing several questions related to the pictures. They also designed activities to encourage the students to write down many words of the
pictures. Moreover, they provided a narrative text and the generic structure of the text.
c Reading and Reviewing the Picture Word Chart. The Researcher gave opportunities for the students to enrich their
vocabulary mastery by providing the picture word chart. The students can add words in the picture word chart. The following is the example
of Picture word chart.
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