that the researcher could design the better plans for the next cycle. Every step conducted in this research is explained further as follows:
1. Reconnaissance
The research began with finding problems in the field. To identify the field problems, the researcher conducted observations and interviews with the English
teacher and the students. The interviews with the English teacher and students were conducted to gain information about the problems of teaching and learning
writing. The researcher also observed the classroom to get the descriptions of the writing teaching and learning process.
Firstly, the researcher conducted observation by observing the teaching and learning process during the lesson. The description of the teaching and
learning process can be seen in the following field notess. Field notess 1
P = Researcher, GBI = English Teacher, Ss = Students P and GBI entered the classroom. P sat on the back seat to observe the
classroom activity. At that time, the class was very noisy, there were many students who were chatting, joking, and laughing even though GBI and P had
been in the classroom. After that, GBI greeted the
class, “Good morning”, Ss responded, but some of them were still busy by themselves. Then GBI explained
that P was here to conduct observation since next meeting P would conduct research in this school, especially in 8F. And then GBI discussed the previous
materials, and by chance, there was homework, then they discussed the homework. After that, GBI asked Ss to open LKS and studied the materials about
Narrative text again. GBI asked Ss,”Do you still remember what we have learnt in the previous meeting?”. Nobody answered, they only bowed or turned their head
left or right. After that GBI repeated the question using Bahasa. After that, several Ss answered, “Narrative, Ma‟am”. Then, GBI said, “There was an assignment
about Narrative, wasn‟t it?”. Ss were busy opening their bags, taking their books, being confused, or asking their friends.
All right, let‟s discuss the assignments. Open your book, and what is the title of the text?”. Then Ss responded together. Then GBI explained about the text but
not all students paid attention to her explanation. When GBI asked Ss to answer number one, that Ss was confused. After that, GBI asked Ss whether there was
any difficult words or not. She asked Ss to write the difficult words on the board in turns.
After that, GBI wrote the meaning of the words in Bahasa and explained about a past tense. GBI reminded them about the past tense. After that, GBI gave
exercises about producing sentences using the past tense. After a few minutes, GBI asked one of them to write the sentence on the board. When they made
mistakes, GBI corrected directly and explained to Ss. Since the bell rang, GBI ended the class and asked Ss to continue studying about these materials at home.
AP1FN0327 April 2016
Based on the above field notes, it shows that the teaching and learning process of writing was poor. The teacher only taught a writing skill in the last
session. She gave the explanations and after that asked the students to produce the sentences. The result was not good because the students had many grammatical
mistakes. In this case, the situation of the teaching and learning process tended to be monotonous because the teacher only gave explanations and then asked the
students to do the tasks. Those activities did not encourage the students to get involved in the learning process. The researcher also found that only a few
students actively participated during the lesson, while some others did not understand, and the rest did not pay attention to the teacher‟s explanation. When
the teacher asked them to answer the question, those who did not actively participated could not answer the question well since they did not pay attention to
the lesson. This made the situation of the teaching and learning become less conducive.
To support the data, the researcher conducted an interview with the English teacher to know the problems that occurred in the English teaching and
learning process at the school based on the teacher‟s perspective. From the
