teaching and learning process. The problems identified are presented in the table below.
Table 2: The Field Problems in VIII C Class SMPN 1 Mungkid No.
Field problems Code
1. Most of the students were passive.
S 2.
Only few students understood the teacher’s explanation. S
3. The students made a lot of noise during the teaching and
learning process. S
4. Most of the students had difficulties in responding to the
teacher’s questions. S
5. The students had low mastery of English grammar.
S 6.
The students had limited vocabulary mastery. S
7. The students found difficulties in exploring and developing
ideas. S
8. The students showed low participation in classroom
activities. S
9. The teacher was dominant in the classroom.
T 10. The teacher too much focused in grammar and reading.
T 11. The teacher provided grammar exercise from textbooks to
teach writing. M
12. The materials were lack of visual aids. M
S = Students T = Teacher M = Materials
2. The selection of the problems
After identifying the problems, the researcher and the English teacher decided to select the field problems based on the urgency level. The
selection of the problems to solve are presented below.
Table 3: The Selected Problems No.
Problems Codes
1. Most of the students were passive.
S 2.
The students showed low participation in classroom activities.
S 3.
The students had low mastery of English grammar. S
4. The students had limited vocabulary mastery.
S 5.
The students found difficulties in exploring and developing ideas.
S
3. Determining the actions to overcome the problems
After the problems were formulated, the researcher decided some actions to do to overcome those problems in order to improve the students’
writing skills. The actions were presented below. a.
To help the students developing ideas, the researcher used the dictogloss equipped with template and pictures. The template would
be the place for the students to write down the keywords. The keywords and the picture would help the students in developing
ideas. The template was also used for writing the narrative story. b.
Dealing with teaching writing, the researcher used the dictogloss technique to help the students in the writing process. The dictogloss
would help their writing process from the beginning until they made a narrative text.
c. To improve the students’ mastery of text organization, the researcher
planned to present narrative texts with the text organization. The dictogloss would guide them where they had to start to write and
which parts of the text that they have to write first. d.
To improve the students’ mastery of grammar and mechanics, the researcher planned to give exercises about grammar and mechanics.
The use of correct grammar and mechanics would be emphasized during the production of the writings.
e. To improve the students’ mastery of vocabulary, the researcher
planned to introduce some new words to the students.
f. To improve students’ participation and motivation during the
teaching and learning process, the researcher used dictogloss which had various and fun activities in learning writing.
B. Research Process 1. Report of Cycle 1
a. Planning
The researcher planned to conduct the first cycle in three meetings. He designed the course grid for the cycle by considering
the core competence and basic competence. He also asked his friend to be the collaborator because the English teacher would not attend
every meeting in the full time. In the first meeting he planned to explain the narrative text to
the students. He would explain the generic structure, the purpose and the language features of a narrative text. The researcher would also
introduce the students to the dictoglos and how the dictogloss will help them in writing narrative text. For the next two meetings, he
planned to always recall the students’ knowledge on narrative text and dictogloss. He also prepared some narrative texts with videos
and pictures related to it. In the first meeting the students would not use dictogloss to write narrative text. They would be asked to write
a narrative text based on their knowledge. For the second and third meeting, dictogloss would be used as the technique to help the
students in writing narrative text. The dictogloss was equipped with template which would provide the place for students to write down
some keywords and also the whole narrative text. There would be some boxes in the template which helped the students to separate the
orientation, the complication, the resolution and the coda. During cycle one, the students were expected to pay attention
to the teacher’s explanation, got interested and motivated by the learning process, to achieve some learning indicators and to be more
disciplined in their learning process. To support the meetings, the researcher also designed some questions for the English teacher,
collaborator and students. The question would deal with their comment on the teaching and learning process and also their
expectation on the next meetings. The researcher also prepared handout for the students to help them in learning the materials.
b. Actions and Observations
The actions were carried out in three meetings on October 20
th
, 21
st
and 27
th
2014. Each meeting consisted of two 40-minute sessions. The class ran from 07.40 a.m.
– 09.00 a.m. and 11.45 a.m. – 01.05 p.m.
The activities in these meetings were the implementation of the lesson plan. Every steps which were arranged in the planning
stage before would be implemented in this stage. The researcher worked collaboratively with the collaborator and the English teacher
to succeed the whole process. The researcher became the teacher while the English teacher became the observer. Because the English
teacher could not attend the class for full time, the researcher asked
