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3. Action Implementation
After formulating the action to overcome the teaching and learning problem faced by the students in XB class of SMA N 10 Yogyakarta, the
researcher implemented the action. Because this research was a classroom action research, the action would be implemented through the steps of classroom action
research. This research consisted of four steps namely; planning, action,
observation, and reflection. Those four steps were a part of a cycle. The planning step was done to prepare everything before the teaching and learning activity.
Meanwhile, the action and observation were done at the same time during the action implementation. The result of the action would be evaluated and reflected
by the researcher to figure out if the action implemented could help the students write a recount text. The results were taken using the instruments of this research.
The implementation of the use of picture series in teaching writing was conducted from October until November 2010. There were two cycles in this
research. The first cycle was conducted in one meeting on October 2010. Meanwhile, the second cycle was conducted in two meetings on November 2010
because of some limitations found after the implementation in the first cycle. Each meeting was conducted in ninety minutes.
a. The First Cycle
The participants of this research were actually 34 students. However, in the first cycle, one student was absent because of sickness. The first cycle was
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conducted in one meeting on Tuesday, October 19, 2010. The teaching and learning activities were based on the genre-approach which had some steps to do
namely, Building Context, Modeling and Deconstructing the Text, Joint construction of the Text, Independent Construction of the Text, and Linking to
Related Texts. However, the last stage of writing in genre-based approach did not really become the focus of this research so there was no linking to related text
explanation because knowing that the use of picture series helps the students write a recount text is enough for this research.
The first cycle of this research consisted of four stages namely; planning, action, observation, and reflection. However, the researcher did the action and
observation at the same time because the researcher thought that it would not be possible to separate the observation from the action. While the action was
implemented, the researcher could observe what was going on during the implementation well. After that, the researcher did reflection for the next cycle.
1 Planning
Having found the problem faced by the students, the researcher began to plan the classroom action research by asking permission to the headmaster of
SMA N 10 Yogyakarta and to the classroom teacher to conduct a classroom action research. Having got the permission, the researcher prepared for the first cycle. He
prepared the lesson plan, the model of recount text, and also picture series. The planning step was done after the researcher found problem faced by
the students in XB class of SMA N 10 Yogyakarta. The main focus of this step
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was how to prepare good method in teaching writing recount text using picture series.
a Building the Context
In this step, the researcher planned not to use picture series. The researcher planned to provide a recount text. Besides, the researcher also planned to provide
some questions to build the students knowledge about recount text.
b Modeling and Deconstructing the Text
In this step, the researcher tried to find the best teaching method to teach writing recount text using picture series. The researcher tried to find simple
picture series as the model about how to construct a recount text. The researcher made a plan to use two pictures of a set of picture series to guide the students to
analyze a picture so they could make good sentences based on a picture. Besides, the researcher planned to use a model of recount text provided by
some questions about the characteristics of a recount text. It was expected that the students got more sufficient knowledge of a recount text.
c Joint Construction of the Text
In the planning step of the first cycle, the researcher also planned to use picture series while the students were on the joint construction of the text stage.
To help the students did this stage effectively, the researcher planned to ask the students to work in groups of four or five. The researcher planned to provide a set
of picture series to each group. There were four pictures in each set. Then, the researcher planned to ask each student to take one picture and
make one to five sentences in five minutes based on the picture they got. Five
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minutes later, the students should arrange the pictures in their group into a good order and then made a recount text based on the picture series by the help of the
sentences that each member of the group has made. By doing so, it was expected that the students would get more knowledge about recount text.
d Independent Construction of the Text
The researcher had to plan the action for this stage of writing carefully because this stage was very important to know to what extent the use of picture
series really helped the students write a recount text individually. The researcher planned to give new picture series to the students and asked them to write a
recount text individually.
e Linking to Related Texts
The researcher did not really pay attention to this writing stage. It was because this research only focused on the use of picture series to help the students
write a recount text and they did not need to compare their text to related text. Improving the students’ ability to write a recount text was enough in this research.
2 Action
The action was conducted on Tuesday, October 19, 2010 in the third and fourth period on ninety minutes. In the action stage, the researcher played a role as
the classroom teacher.
a Building the Context
In the first cycle, the researcher began the action by checking the students’ readiness to follow the lesson and it was continued by recalling the students’
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knowledge about recount text. Then, the researcher explained about recount text by giving a model of a recount text to the students. The teacher asked the students
to read the text and then answer the questions about the characteristics of a recount text.
b Modeling and Deconstructing the Text
After the students had enough knowledge about recount, the researcher explained how to make a paragraph based on a picture. He let the students
participate in producing sentences based on the picture they had.
c Joint Construction of the Text
Having known how to make sentences based on a picture, the researcher asked the students to work in groups of four or five as the joint construction
process in writing. In this step, the researcher gave a bundle of picture series to each group. There were four pictures in each bundle. It meant that one student
would have one picture. Each student should make one to five sentences based on their picture.
After five minutes, the students should arrange the picture series in their group into a good order. Afterwards, each group should write a recount text based on the
picture series they have arranged and the sentences they have produced. After they finished writing a recount text in group, each group should submit the recount text
to the teacher.
d Independent Construction of the Text
After the students worked in group, the teacher asked the students to independently write a recount text based on the new picture series. The teacher
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distributed new picture series to the students. The students should write a recount text based on the picture series given by the teacher. After the students finished
writing a recount text, they should submit their drafts to the teacher.
e Linking to Related Texts
The teacher did not really follow this step because the students did not need to compare their text to related texts. Knowing how to write a recount text
was enough for this research.
3 Observation
The observation was conducted at the same time with the time of the action implementation on Tuesday, October 19, 2010 in the third and fourth
period on ninety minutes. In the observation stage, the researcher asked for help to the real classroom teacher and an outside observer to observe what was going on
during the action implementation.
a Building the Context
In the first cycle, this stage of writing was done by giving a recount text and asking the students to answer questions about the characteristics of a recount
text. Based on the observation, the students could answer the questions provided by the teacher correctly. The teacher spoke clearly and loudly so that the students
could understand the materials. Besides, the students were very active in answering the teacher’s questions although sometimes they were very noisy. It
meant that the students had understood and had enough knowledge about recount text.
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b Modeling and Deconstructing the Text
In this stage, the teacher asked the students to make some sentences based on the picture series they had. There were two pictures given by the teacher in this
stage. Before asking the students to analyze and make sentences based on the picture series, the teacher explained how to make sentences based on picture
series. Based on the observation, the students actually were very active in making sentences orally. At least one student wanted to raise his hand and mention one
sentence. However, when the teacher asked one of the students to raise their hand again and become a volunteer, nobody wanted to do it. Therefore, the teacher
asked one of the students to make a sentence orally and then the teacher wrote the sentence in the whiteboard.
The first picture was about a pickpocket who was snatching a purse of a lady. The first sentence mentioned by the students was “Stolen pocket”. The next
student mentioned “There was a man stole a pocket of a woman”. From those two sentences, it could be concluded that the students were still confused how to
analyze a picture and to make sentence based on it. To help the students, the teacher made correction towards those sentences by explaining that a sentence
should have verb and subject. Besides, the teacher corrected the second sentence by changing the word “pocket” into “wallet” or “purse”. At this time, the teacher
explained to the students that they should use correct vocabulary. After that, the teacher asked the students to analyze the second picture and
make sentences based on the picture. The second picture was about an old man
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who was sitting on a chair. He watched the pickpocket ran and the lady also ran after the pickpocket. One of the students made this sentence:
“There is an old man who is sitting in his chair” One more student mentioned:
“The pickpocket ran, the woman also ran.” From those two sentences made by the students, the researcher concluded
that the students had already been able to analyze a picture. However, the researcher who played a role as the teacher at that time still needed to remind the
students that a recount text should use past tense. The students changed the sentence into:
“There was an old man who was sitting in his chair”. and they also changed the second sentence into:
“The pickpocket and the woman ran”. From that observation, the researcher concluded that the students were
ready for the next step which was writing a recount text in group.
c Joint Construction of the Text
In this stage, the students did not really find difficulty in analyzing and making sentences based on a picture. While the students were making one to five
sentences individually, they looked very enthusiastic and they could get idea to make sentences quickly. When the teacher asked them to arrange the pictures into
a good order and write a recount text, they could enjoy the process of arranging pictures and making a recount text using the sentences made by each member of
the group. They could correct the mistakes in making past sentences and found
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difficult words together. In this step, the teacher went to each group to check the students’ understanding and also to help in case the students found difficulties.
d Independent Construction of the Text
After the students worked in groups, the teacher asked the students to write a recount text based on the new picture series independently. The teacher
distributed new picture series to the students. The students should write a recount text based on the picture series given by the teacher.
To help the students write a recount text based on picture series, the teacher did not only sit down on his chair. He moved around the classroom and
approached the students who wanted to ask a question. Here, the teacher who was also the researcher of this research found that the students did not really find
difficulty in analyzing picture and writing sentences based on the pictures. They could find ideas and then develop the ideas into a recount text.
However, the researcher found that the students got difficulty in writing correct past sentences. Some of them did not know the past form of certain words.
Besides, some students did not know the English words for certain words. These problems made the students need more time to write a recount text. At the same
time, the researcher gave limited time to them. Due to the limited time, the students seemed to work in hurry.
e Linking to Related Texts
The teacher did not really follow this step because the students did not need to compare their text to related texts. Knowing how to write a recount text
was enough for this research.
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4 Reflection
Reflection is important in a classroom action research. The researcher reflected the action implementation in the first cycle. In the reflection stage, the
researcher tried to find what went well and what did not go well. The result of the reflection stage would be used to plan for the second cycle of this classroom
action research.
a Building the Context
The researcher distributed a recount text provided with some questions about the characteristics of recount text. From that, the researcher reflected that it
went well because the students could identify the characteristics of a recount text. The observer stated that it helped the students know about recount text.
“By answering the questions, the students got some important things about recount text. The teacher used the students’ answers
to explain about recount text.” Field note in the first cycle, see appendix 7.
Therefore, the researcher would like to plan to recall the students understanding in the second cycle. The researcher reflected that this method was
effective to help the students become familiar with recount text.
b Modeling and Deconstructing of the Text
The researcher reflected that the students still got difficulty in making past sentences and in finding the past form of certain words. Therefore, he planned to
explain more about how to make correct past sentences in the second meeting. Besides, he would like to prepare and distribute a list of irregular verbs to help the
students find the past form of certain words.
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c Joint Construction of the Text
Based on the observation, the students were very happy to work in groups to make a recount text based on the picture series. The students could work
together to analyze and then write a recount text based on picture series. Therefore, the researcher would like to keep this stage for the second cycle.
d Independent Construction of the Text
The researcher would concentrate more on this stage because this stage was the most important stage for this research. Based on the observation and the
students’ drafts, most of the students found difficulties in finding past form of certain words and English words. Since the students had these kinds of problems,
the researcher planned to provide the same things as what have planned in the reflection stage of the first cycle in modeling and deconstructing of the text.
Besides, the researcher would like to have two meetings for the second cycle. It was because the time in the first cycle seemed not enough to teach
writing using genre-based approach. It could be seen that the students seemed to work in hurry while they were writing a recount text based on picture series. The
researcher planned that the first meeting of the second cycle would be for building the context and modeling, deconstructing of the text, and joint construction of the
text. Meanwhile, the second meeting of the second cycle would be for independent construction of the text stage. The linking to related text would not
become the focus of the second cycle.
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e Linking to Related Texts
The researcher could not make any reflection about this stage since he did not really focus on linking recount text to related text. The researcher still planned
not to focus on this stage in the second cycle.
b. The Second Cycle
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