4.3 .2 The Analysis of the Students’ Second Activity
In this activity, the students were given structural assignment to read the ninth material in the Moodle. Although this activity was not done in classroom, the writer
was able to check who opened the material and who did not because all online activities were recorded in the Moodle.
The 7th material was online quizzes about simple past tense. The purpose of giving this structural assignment was based on the conclusion teacher got in the first
meeting that students had low understanding about simple pas tense. Online quizzes in Moodle can be seen in the following figure:
Figure 4.6 The 7
th
Material in the Moodle
The students were given chance to open the 7
th
material. The due date was before the second meeting. It meant that the students had to read the material. In this
case, they had to do online quiz at least once until the second meeting.
Before the second meeting, it was about one our before classroom meeting the writer checked the students participation in doing the quizzes. The writer found that
all the students were login in the Moodle.
4.3 .3 The Analysis of the Students’ Third Activity
The first activity was conducted on May 6, 2011 by 20 students. The writer came to the class, unexpectedly the students had opened their laptop and computer and
accessed their laptop and computer to internet. At first the writer reminded the student about the material given last week. Most of students remembered it.
Afterwards, the writer asked the students about their unforgettable holiday with their friend. The class was so crowded because all of students answered this question
together. The students were asked to open word program in their computer and laptop.
The students began write their recount text. The students were given 45 minutes to write. They also were permitted to open their dictionary or Alfa link. Some students
accessed Facebook while they were writing so that the writer had to keep her eyes on them in order that they could produce their recount text maximally.
Some students asked the second verb form that used in past tense. Because all of the students brought their dictionary, the teacher asked them to open their
dictionary first. If they did not find the answer, they were allowed to ask to the writer. After 45 minutes, the writer asked the students to login to their account with
username and password that the teacher gave to them last week. Some students forgot the password. The writer then asked the students who forgot the passwords to meet
the teacher in front of the class to be given the password. The following figure shows how Moodle helps students to upload their task:
Figure 4.7 Uploading the Task in to Moodle
After all students were successfully login to their Moodle account, then they were asked to open the course. In the course, there was writing recount text part. In
this part, they were asked to upload their task. Although in the first meeting the teacher gave explanation on how to upload the task, some students forgot it. Then, the
writer gave the explanation by showing the steps to upload the task through LCD screen. After all students uploaded their task, the writer closed the class. See
Appendix 5 to see the students’ recount text. However before closing the class, the writer reminded the students to read 8
th
material at home.
The result of students’ recount text can be seen in the following table: No
Students’ Code
Component of Writing Scoring
Score 1
2 3
4 1
A-01 24
20 17
16 77
2 A-02
23 22
19 18
82 3
A-03 22
20 20
17 79
4 A-04
20 18
18 15
71 5
A-05 18
18 16
15 67
6 A-06
25 20
22 15
82 7
A-07 26
21 22
16 85
8 A-08
23 18
19 16
76 9
A-09 20
19 20
17 76
10 A-10
26 19
20 17
82 11
A-11 24
20 20
16 80
12 A-12
25 20
20 14
79 13
A-13 20
18 20
16 74
14 A-14
28 22
20 17
87 15
A-15 17
16 15
16 64
16 A-16
24 20
22 17
83 17
A-17 19
16 17
14 66
18 A-18
23 22
23 17
85 19
A-19 22
17 19
18 76
20 A-20
20 19
16 16
71 21
449 385
385 323
1542 Score Average
22.45 19.25
19.25 16.15
77.10
Table 4.2 The Result of the Students’Achievement in Cycle 1
1= Taskcontain appropriateness to what extent the writing reaches the target 2= Rhetoric’s step appropriateness to what extent the writing order takes the
reader into recount 3= Suitable form how far the writing fulfill form arrangement, spelling, neat
4= Language appropriateness how far the language which use appropriate with communication context?
The average score of pre-test =
ΣStudents’ Score X 100 Σ Students
= 1542 X 100 Σ 20
= 77.10 Based on the analysis above, the result of the students’ achievement in the
cycle 1 was higher than the pre-test. The average of the students in cycle 1 was 77.10 It increased 8.20 from the pre-test and it can be concluded that the first
cycle was successful. However, the writer found that some students found difficulties to recognize the past form of verb. Therefore, the writer decided to conduct the next
activities.
4.4 The Analysis of Second Cycle
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