2. Continued
The students still had
limited knowledge
about the story they wrote.
Providing the
numerous narrative stories text and also
short animated stories. Students
had adequate
knowledge and ideas about narrative text and stories.
3. The students did not
know about
the generic structure of
a narrative text, so they did not write a
story with correct order
Providing sufficient and clear explanation about the nature
of text. Students were able to write
narrative texts with correct generic structure.
4. The
students committed mistakes
when writing
irregular verbs as the regular ones.
Providing grammatical exercises drills.
Students would be aware of the grammar rules and ideas
about narrative text. 5.
Most of students did not consistently use
past tense in writing a narrative text.
6. The students were
not aware of the word class between
adjectives
and verbs.
7. The students did some
spelling mistakes for some
words such
as
althougt, maried
daughther, etc.
Providing vocabulary tasks to increase
their vocabulary
mastery. a.
Students could
improve their
vocabulary mastery. b.
Students are able to spell words correctly.
8. The students did not
put a full stop to indicate the end of
the
sentence paragraph.
a. Students
were required
to give
feedback to each other in pairs.
b. The teacherresearcher
provided feedback. Students would be aware
of the mistakes they did in the texts.
9. The students did not
write in the capital letter for the first
letter
at the
beginning of the sentence and for
some particular
objects.
B. The Implementation of the Action
1. The Report of Cycle 1
a. Planning
Considering the problems identified above, some efforts were planned to solve the problems. The efforts were focused on improving the students’ writing
skills through watching a video containing short animated stories. Based on the results of the discussion with the teacher in a democratic atmosphere on Friday,
February 28
th
2014, the action plans of the first cycle that would be implemented are presented below.
The implemented actions focused on improving the students’ writing ability using short English animated stories. Based on the results of discussion
with the English teacher, the researcher acted as the classroom teacher during the implementation. Meanwhile, the action plans which were performed in the first
cycle were:
1 Using Short English Animated Stories
As mentioned in the identification of the problem, the students tended not to focus and paid less attention to the lesson. They stated that it was because the
lesson was not really interesting. Therefore, short English animated stories in the form of videos would be used as means to improve
the students’ ability. Videos were employed as the input texts so that the students could get complete
information and knowledge.
By watching the videos, they could understand the stories better because they contain sound and moving images that would make the students have no time to
focus on the screen. Most of the videos as recorded materials were taken from internet and www.youtube.com. The selection of the videos was based on the
consideration between the researcher, the English teacher and the collaborators.
2 Providing Narrative Reading Texts
As the students did not have adequate knowledge of narrative texts, the researcher would provide more narrative reading texts and give them the
appropriate model of a narrative text before they were involved in the writing process. This was hoped to build the students’ knowledge and ideas of the
narrative texts. Furthermore, the students would increase their vocabulary mastery through reading the texts.
3 Providing Grammatical Exercises
The students still had low grammar mastery as mentioned in the field of problems. They did many mistakes in writing the past tense form and were not
aware of using past tense in writing a narrative text. By providing grammatical exercises, it would make the students aware of using past tense in writing
narrative texts and did not make mistake in writing the past form of some verbs.
4 Providing Vocabulary Exercises
As the students mostly made mistakes in spelling and still had low vocabulary mastery, these exercises were planned to make them able to spell words correctly.
The exercises would also be useful to understand the storytext better as they knew the meaning of every word.
5 Giving Feedbacks
The teacher would be the one to give the feedbacks to the students. She gave the feedbacks to make students aware of their mistakes. Later on, the students
were required to give feedbacks to the other student in pairs. By giving feedbacks, they were expected to know and understand the materials well as they had to
correct other people mistakes. That would make them work harder in order to be able to do that.
b. Actions and Observations in Cycle I
The actions in the first cycle were carried out in three days of class meeting on 11
th
April, 19
th
April and 25
th
April 2014. The data during Cycle I were collected through observations, interviews and documentations. In this cycle, the researcher
shared duties with the collaborators in conducting the teaching and learning process of speaking. While she implemented the actions, the English teacher
observed the teaching and learning process at the back of the class and the other collaborator took photographs and videos of the teaching and learning activities in
the classroom. The detail description is presented below.
