Reflection Procedure of the Research

Before doing the observation, the researcher interviewed the teacher first to know the general condition of the teaching and learning process, including the problems faced in the meantime. The day after, the researcher conducted the observation. After doing the observation, the researcher distributed questionnaires to the students related to their learning style preferences. It was to support the identification of the problems found. After the data were collected, the researcher discussed the actions that would be implemented with the English teacher. Based on the observation, interview, discussion and questionnaires, there were several problems identified during the teaching and learning process. The field problems can be seen the following table. Table 4.1: Field Problems in the English Teaching and Learning Process of VIIID Class in SMPN 1 Rembang No. Field Problems Code 1. When the teacher came to the class, the students were still not ready to study. S 2. Some of the students made noise in the class. S 3. The students were bored during the teaching and learning process of writing. S 4. The students gave little attention to the teachers explanation. S 5. The students did not bring a dictionary, so they could not look up the words they wanted to use. S 6. Some students were reluctant to open the dictionary. S 7. Some students showed low interest in answering the teachers questions. T Continued Continued No. Field Problems Code 8. The teacher did not use sufficient media. M 9. The media used by the teacher could not motivate and give the students enjoyment in participating in the teaching and learning process. M 10. The students had low motivation in learning. S 11. The students had limited vocabulary mastery. S 12. The students considered writing as a difficult skill to master. S 13. The students lacked ideas to write. S 14. The students found it difficult to organize sentences into good paragraphs S 15. The students had difficulties in writing with the use of the correct grammar. S S: Students T: Teacher Md: Media

2. Identification of the Field Problems to Solve

As mentioned in the beginning of Chapter 1, the research focused on improving the students’ writing skills by using cue cards. Therefore, the researcher decided to overcome the field problems based on the urgency level and the feasibility. The field problems to solve are presented in the table below: Table 4.2: Table of Field Problems to Solve No. Problems Necessary Feasible Urgent Not Costly 1. When the teacher came to the class, the students were still not ready to study. √ X X √ Continued