Determining the Actions to Overcome the Problems

and got involved in the learning process, and also could enhance their mastery in grammar, vocabulary and mechanics. The researcher planned some activities that directed the students to complete the project. The project was named Wall Magazine. In doing the project, the students worked with group of 5 to 6. Before developing and creating the product, the students were firstly shown the example of the end product, doing several tasks in grammar and vocabulary, selecting the topic for each group, writing a narrative text, revising their writing, and finally submitting their end product . They were allowed to add picture and any decorations if they want to. This was also expected to enhance their creativity so that they could enjoy learning. Second, to facilitate students to improve their accuracy, the researcher planned to give more explanation related to this aspect. In the first cycle, the researcher would focus on grammar and text organization. Grammar exercises would be given for the students to improve their grammar mastery. The next plan was giving feedback on students’ work. The feedback was given by the teacher and peers. The feedback was given by the teacher when the students made their first draft of narrative text. The feedback given was in the form of written and oral feedback. Giving feedback on the students writing was crucial to show them which part of their writing that was still incorrect and must be corrected. Giving feedback could give them opportunity to learn and notice their mistakes. Moreover, the researcher also prepared the lesson plans and course grid for the first cycle. These instruments were prepared for three meetings. The lesson plans consisted of information about the activities during the learning process, time allocation, classroom management, aims of the tasks and activities designed and competencies that the students needed to achieve.

b. Action and Observation

The actions were carried out in three meetings on April 15 th , 16 th and 18 th 2015. The pretest was held on April 8 th 2015 before the first meeting was held. The researcher worked with the English teacher as the first collaborator and the researcher’s colleague as the second collaborator. The English teacher observed the learning process and took notes. The second collaborator took photographs, videos and also made field notes. The complete description of Cycle 1 was presented below. 1 Meeting 1 In the first meeting, the activities were focused on introducing the students to the model text, explaining the grammatical rules and text organization of a narrative text and also explaining and describing the procedure of the project that they were going to do. The researcher began the class by asking the students’ condition followed by checking their attendances. Before coming to the main material, she gave them some pictures and asked them if they know the story of the pictures that she showed to them. Some students responded to her questions. They mentioned the title of the story. Then she asked them to mention the other story they know. They start mentioning the folk tales and fairy tales they familiar with. After that, she asked one of them to tell the class the story she know.