commit to user
47
Nisa A. Azam
menyebutkan salah satu penggunaannya pada kalimat yang menunjukkan suatu jalan dan didahului dengan nomor rumah Research Diary,
10112010.
They could keep their attention on the explanation and work efficiently though it was not finished because of the limited time. The students paid full
attention to the lesson besides their good ability to understand the explanation. They even could immediately correct the misspelled word during the explanation.
Taken from the Research Diary 10112010, the students paid full attention, even when there was a slip on writing ‘hari’ became ‘hary’, they immediately corrected
it, “Miss, ‘hari’-nya nggak pake ‘y’, Miss. Itu pake ‘i’.” At the end of the lesson, for the work was unfinished, finally “students’ work were not published, yet I had
observed that most of them had ideas to make the text better,” Research Diary, 10112010.
d. Reflecting the result of the observation
There were found some improvements on the students’ attitude toward the lesson and the class situation. At first, the students were reluctant and not too
interested when they were asked to write in English. But then, they did the task with no further discussion on it since the process was done continuously starting
from writing simple sentences to longer paragraphs. In addition, the students also paid more attention to the instruction before they did the task. Their interest on the
laptop was facilitated and supported in utilizing the blog which motivated them to finish the task, although at the beginning they could not completely focus on the
lesson yet. Meanwhile, the problems occurring on the internet connection had an impact to the learning target because the time allocation could not cope with this.
Basically, blog deals with the use of soft file data form. This phenomenon attracted the students since they did not have to submit any
homework in the form of worksheet. Nevertheless, in some meetings having paper-based activity, the better worksheet was needed. As a result, the
improvements of students’ writing skill could not easily be documented.
commit to user
48
Nisa A. Azam
However, the students brought the photographs as homework in the third meeting. It means that they prefer the soft file to the hard file.
It was not because the students’ low ability to understand the instruction, but it was the instruction itself which was not so clear. In the second meeting, the
instruction was only to bring any picture without further explanation that the students would be asked to write a paragraph about it. However, it could motivate
or stimulate the students to catch ideas from anything they saw. The progresses were also occurring on the students’ writing skill. It
included the better writing coherence and less misspelled words. It was indicated in their post about the pictures, they could arrange it chronologically. Meanwhile,
the use of spelling checker in posting helped the students correct it. Supporting to the statement, the result of post-test 1 indicated the improvement of writing skill
up to 11.85. Taken from the pre-test, the students only got 74.45 as the mean score, but in the post-test 1 they got 82.18.
In summary, the improvement of the students’ learning and achievement can be drawn as in the following table.
Table 4.3. The Improvement of the Students’ Learning and Achievement in the End of Cycle 1
Data Source Before the Action
After the Action
- Student documents
- Questionnaire
- Observation
- Interview
- Pre-test
- Post-test 1
a Teaching and learning process
- Teacher did not give enough model
for writing. -
Students did not pay full attention to the teacher.
- No media were used in teaching
learning process. -
The instruction of writing in certain number of sentences were not easily
accepted. -
Students had a bit confidence to publish their writing.
b Writing ability
- The students only wrote the main
ideas with a little supporting details. -
The text organization was not clear. -
The students had limited range of vocabulary and used it improperly
within a context. -
There were frequent errors in the use of tenses, agreement, word order,
pronoun, and preposition. -
There were frequent errors of spelling, punctuation, and capitalization.
a Teaching and learning process
- Teacher gave models on teacher blog.
- Teacher used student blog as the
media and other weblogs for the resources.
- There were only few students
negotiating the number of sentences to write.
- Students had better confidence about
their writing on blog. b
Writing ability -
The students added more details on their writing in longer paragraph.
- The students arrangement of text was
better, but the idea was loosely connectedorganized.
- The choice of words was better in
context. -
There were still frequent errors in the use of tense and word order.
- There were still occasional errors of
punctuation and capitalization.
commit to user
49
Nisa A. Azam
Test Score The mean score of pre-test: 74.45
The mean score of post-test 1: 82.18
Problems to solve 1.
The students’ low interest and attitude in English lesson, especially writing
class. 2.
The students’ low writing skill. 1.
The time management related to the classroom
situation internet
connection. 2.
They still made frequent errors in using preposition of place and time.
3. There were still some students who
were not so confident with their writing.
3. Cycle 2
