72 students’ assignment. Then, the researcher played a movie entitled „Cloudy with a
Chance of Meatballs’. While the students watched movie, the researcher and the English teacher were correcting and giving feedback to
students’ writings. After they were finished, the assignments were returned the students to be revised.
Because of the time limit, the researcher and the English teacher helped the students to revise their writing. The bell rang at 08.15a.m. The researcher
collected the assignment and told the students that they would write a recount text without using dictionary in the next meeting. She summarized the material and
gave chance to the students to ask question. All students had no question. Then, she closed the teaching and learning process and said goodbye.
3. Reflection
After implementing the actions in Cycle 1, the research team proposed a reflection of the implementation of the actions. The reflection was made based on
the observations and interviews conducted during the action and observation stage in Cycle 1.
a. Implementing picture series as media
A picture series stimulated the students’ mind so that they could easily generate an idea in the beginning of writing. They also succeeded in developing
the idea into some supporting ideas. Besides, the students considered picture series as one of the interesting media that improved their interest in writing. The
following interview transcripts were presented to show students’ and teacher opinions about the use of picture series in teaching and learning process.
73 4: 05
R : “Tadi picture seriesnya membantu kamu mengerjakan ga? Kalo iya
membantunya gimana?” Did the picture series help you in writing? If yes, in what way it helped you?
S1 : “Picture seriesnya membantu. Membantunya itu memudahkan mencari ide
dan kata-kata yang mau ditulis Miss, terus juga ngurutin ide ceritanya jadi ga bingung kalo ngikutin gambar, hehe.
” The picture series did help me
in writing, Miss. It made me easier to find the words to express my idea and it also helped me in putting the events in the correct order.
Interview transcript3602-02-2015 4: 06
R : “Ohh gitu. Terus apakah picture seriesnya membantu kamu dalam
mengerjakan?” Then, did the picture series help you in writing? S2 :
“Membantu, Miss.” Yes, it did, Miss. R :
“Membantunya apa? Gimana?” In what way it helped you? How come? S2 :
“Karena pake gambar kan tau isi cerita sama jalan ceritanya, Miss, jadi tinggal nu
lis aja, hehe.” It made me know the story and the correct order of the events so that I only had to write it down.
Interview transcript3702-02-2015 The English teacher also said that using a picture series as media was suitable and
helpful for the students. 4: 07
R : “Kemudian, apakah materi, tehnik dan media yang saya gunakan sudah
sesuai, bu?” Then, were the material, technique and media used in the teaching and learning process suitable for the students, Ma’am?
ET : “Iya, sudah sesuai, ya mba Murni. Tadi picture seriesnya sudah sesuai
dan sangat membantu siswa dalam menulis .” Yes, those were suitable,
Murni. The picture series that you used was very suitable and helpful for the students in writing.
Interview transcript627-1-2015
b. Providing grammar exercise
During the implementation of the actions in Cycle 1, several grammar exercises were provided to the students. One of those exercises was combined
with game. These exercises were focused on improving students’ grammar mastery, especially in simple past tense. The researcher also discussed new
vocabulary and the change of irregular verbs through grammar exercise. Some
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
