Identification of the Field Problems to Solve
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1 Implementing Picture Series
During the implementation of the action, the researcher acted as the teacher and collaborated with the English teacher as the observer. She also
planned to use both English and Bahasa Indonesia in delivering the material and communicating with the students because most of them could not understand
English well. She used picture series as the media in teaching writing, in this case she taught a narrative text. They were expected to be able to help to stimulate the
students’ ideas and organize their writing. It was because from the information obtained, it was known that the students had difficulties in generating and
organizing the ideas to write. By giving them a series of pictures which contained a story, it was expected that they could generate their ideas by looking and
analysing the plot of the story in the pictures. It was also expected that they could organize their writing well by looking at them. They also could help her to show
which one belonged to the orientation, the complication, and the resolution of the narrative text to the students.
2 Vocabulary Exercises and Keywords
As the students had limited vocabulary mastery, the researcher planned to give some vocabulary exercises to them. In the first meeting, they had to match
some words with the synonyms. In the second meeting, they had to find the meanings of some words and some keywords were also given in the next task in
order to enrich their vocabulary mastery and help them in writing the texts. Some
57 picture series were also given to help them show the real actions done by the
characters in the story. They could help them guess the meaning of some words.
3 Grammar Exercises
In order to improve the students’ writing skill in terms of language use especially tenses, the researcher explained the use of simple past tense to them in
the first meeting. She then gave them a grammar exercise where they had to change the words in the brackets into the past forms. They were also had to write
a story in groups and individually which could help them to try to use simple past tense. The picture series given to them also could show them the actions done by
the characters.
4 Colourful Pictures and Compliments
The use of picture series was expected to make the students more motivated in the teaching and learning process. The researcher used colourful and
interesting pictures from various stories. She expected that they became more interested in learning writing. In Cycle I, she used the stories from other countries.
She also gave compliments to them for their hard work in order to encourage them and gave them confidence.
In the planning process, the researcher with the help of the collaborators prepared all the important instruments used in the teaching and learning process.
They made the course grid, lesson plans, learning material, and students’ writing
activities. She also prepared the picture series used in the teaching and learning process. During the planning process, they gave her some feedback and comments
58 in the lesson plans made by her to meet the syllabus. The summary of the actions
are presented in the course grid and lesson plans see Appendix D Appendix E.