the students
related to their
writing performan
ce. help the students
learning more on how to construct the
sentence through consulting their first
draft one by one.
The consultations
sessions could make students more aware
about their writing mechanism including
the use of punctuation and capitalization.
However,
the students were still confused
about how to construct their
sentences.
Many of them still asked about how to
construct present tense pattern and how
to express something in English.
Some students were still unaware in
punctuation, capitalization and
spelling.
It seemed they did not use the given
feedbacks maximally to revise
additional consultation sessions out of the
class.
C. Reports of Cycle II
1. Planning
Before conducting the actions in cycle II, a discussion was held by the collaborators and I in order to revise the plans in cycle II. Solving the problems found in
cycle I related to the photographs choice, the type of activities that would motivate the
students to be more active especially in group discussion session, and the length of given feedback in consultation session were focused. Same activities were designed but
there were some new actions conducted in cycle II. The planning of Cycle II was presented as follows:
a. The Concepts of Course Grid and Lesson Plans
1 Designing the Course Grid
When the field problems had been formulated and the actions had been designed, some revised plans for the second cycle were made by the English Teacher
and I. From the discussion between us, the same core competence 3, 4 and the basic competence 3.10, 4.12, 4.13 were used again in the course grid. The famous people
topic used as the theme in course grid cycle II. Then, the scientific approach which was combined with the genre based approach in sequencing the activities was involved.
The first step was observation. In this step, I did apperception before students met new material like in BKOF step. A handout containing some photographs and
descriptive text was distributed. Then, students were asked to mention some information based on the first given photograph. The second step was formulating questions that
students were given the sample of descriptive texts based on the first given photograph and information that they mentioned before. They should find out some differences
between the words used in English and Indonesia and identified to social function, text organizations, language features, even the format in writing this descriptive. Third step
was associating. This step required students to find out some information in the given
descriptive texts. Both formulating question and associating steps were conducted like MOT step.
Fourth step was experimenting. Students were distributed the other photographs and sample descriptive, and exercises followed in the given handout. They
should practice to observe, to find information, and to analyze the photographs and given text in pairs or groups. They also did some drilling practice and group writing
discussions in this steps. After that, they should bring their own photograph and started to write individually their own descriptive text based on the theme. JCOT and ICOT
steps were conducted in this experiment step. The photographs and materials in cycle II were attached in appendix E.
2 Making Lesson Plans
The suitable activities which would be conducted in cycle II were discussed by the collaborators and I. The lesson plans were designed to meet the need of students for
enhancing their writing performance then minimizing the problems in class. The activities, time allocation, and management were included in this lesson plans. The
lesson planning making aimed to be the guideline and the reminder for me in conducting the teaching and learning process. Using the lesson plans, the class was
expected to run smoothly and effectively. The materials and the sequence activities were planned systematically for helping students to understand the material better and
easily.
c. The Concepts of Action Plans
1 Using more photographs that represent some feasible adjectives and nouns used
Since the lesson plans which were prepared took the famous people topic, there were some idols photographs used including their following activities in the handout. At
the first, students were asked to identify and to observe then to mention some adjectives and nouns that they could possible found on the first idol photograph given. After that, a
descriptive text that described the photographs was presented as modelling texts. Based on their given information, students would learnt more some adjectives and nouns
related to the specific physical appearance and costume worn that can be used to generate idea. They also observed how to construct sentences pattern and to organize
descriptive text in different theme. Some questions related to the text were given and students would practice to find the information in the given texts with my guideline.
Then, individually, students looked the second photographs and a descriptive text. They were asked to find some new adjectives and nouns that could be found and
listed on their note. After that, they should answer the question and tried to identify the organization of given descriptive text. The next activity, in group students should match
some photographs that represented some new adjectives and nouns related to physical appearance to the choices provided in their handout. Then, still in group, students were
distributed some idols photographs randomly with some clues to describe. Using the photographs distributed, they tried to make their group writing product. The last activity
required the students individually to practice maximally their creativity. They should choose one of their favourite idol photographs and described it. After they chose, they
