about the use of feedback. From those instruments, the researcher could gain the information whether the feedback helped the students or not in improving students‟
grammar accuracy of simple past tense. The researcher would analyze the data in percentage, score description.
There were 2 criteria of successful in this research: 1. The students‟ error percentage of simple past tense decreased from pre-test study
until post-test study. 2. More than half of the students in the class could pass the KKM
Kriteria Ketuntasan Minimal
which was 6,5. 38
Table 4: The Scoring Rubric of Students‟ Writing
2. Acting on the Plan
This research was done in 2 cycles. Cycle 1 and Cycle 2 consisted of 2 meetings. The researcher acted as the teacher and the English teacher became the
collaborator during the teaching and learning process.
Aspect Note
Score
Grammar Since the researcher just focus on simple past tense,
she gives score 0,4 for every simple past tense verb which is correct.
0,4 comes from 4:10 4: maximum score, 10: sentence requirement
Correc t verb
x 0,4
Organization The orientation is perfectly well-organized
4 The orientation is well-organized
3 The orientation is slightly organized
2 The orientation is not clear
1 There is no orientation
Clarity The meaning is clear and expressed effectively
4 The meaning is clear but not expressed effectively
3 The meaning is slightly clear
2 The meaning is not understandable
1 There is no meaning
Diction The diction is accurate and effective
4 The diction is accurate but not effective
3 The diction is slightly accurate and not effective
2 The diction is not accurate and not effective
1 The diction is wrong
Communicative purpose
Clear 4
Clear enough but there is mistake 3
Difficult to understand 2
Not clear 1
Wrong 39
The method of teaching writing in this research was inspired by Presentation, Practice and Production PPP. According to Harmer 2004:80, this model
introduced a situation which contextualized the language to be taught. These are the steps of implementing picture series by using this method:
1. Presentation In this stage, the researcher introduced a story to the students. She invited the
students to identify the events in the story and conclude the generic structures of narrative texts.
2. Practice In this stage, the researcher asked the students to write one paragraph of narrative
text. The paragraph consisted of ten sentences. They were given 50 minutes to do the assignment.
3. Production In this stage, the students were asked to use the new language in sentences of
their own based. They did outlining and drafting to compose narrative texts. In the reflection stage, the researcher gave feedback on the students‟ writing.
Then the students revised their writings based on the researcher‟s note. In every meeting, the teacher gave interesting story to the students to help them
write narrative texts. To encourage the students‟ interest, she gave different teaching techniques such as ordering the jumbled pictures, playing games, and filling in the
blank spaces. 40
