74 improvements were achieved by the students. However, some problems appeared
during the teaching and learning process. First, the students still considered grammar exercise as a difficult
assignment to do; they were reluctant to do the exercise. Second, the students were only interested in playing the game without considering the benefit of the
exercise. Third, the time allocation was long enough for the students to study grammar, but some of them who sat on the back of the classroom were talking and
playing by themselves. The researcher always had to always interrupt them and it was time consuming.
c. Providing vocabulary exercise
The researcher provided vocabulary exercise by asking and discussing new words in the picture series and texts given to the students. During the
implementation of the actions in Cycle 1, there were no problems related to vocabulary exercise but, due to the limitation of time the discussion related to
vocabulary was not optimal.
d. Giving prizes
The researcher conducted several games and giving a lot of prizes in the teaching and learning process. The games and prizes attracted students’ attention
and i mproved students’ interest in the teaching and learning process. The students
were actively involved the learning activities.
e. Giving feedback to students’ writing
During the implementation of the actions in Cycle 1, the researcher had given the students feedback on their writing and helped them in revising their
75 writing through classroom discussion. Due to the limitation of time, the researcher
asked collaborator’s help in giving feedback and helping the students to revise their writing.
After the implementation of the actions in Cycle 1, the students had improved their writing skills dealing with content, organization, vocabulary,
language use, and mechanics. Although the result of their writing in pre-test stage was better than their result of writing in post-test Cycle 1, many students still
faced the problems in constructing sentences and they still had limited vocabulary range. They literally translated the words from Indonesian into English. In
addition, some students still had frequent errors in punctuation, capitalization and spelling.
Figure 7:
The result of a student’s writing in post-test 1
