65 Also, this activity helped the students have experience in composing a narrative
text correctly. d
Independent Construction of the Text In this stage, the activity made by the researcher was individual tasks. This
activity was conducted in the second meeting of cycle one. After seeing the results
of the groups‟ drafts in the first meeting of cycle one, if there was any errors which mostly appeared in their drafts, the researcher planned to review in
that part so that the students would really understand before they went to the individual writing. After doing the review, the researcher planned to give them the
second set of picture series entitled The Greedy Dog. The picture series was attached on the whiteboard. Here, the researcher asked the students to compose
the story as the individual writing. The researcher would collect the students‟
drafts in the end of the class. After that, the researcher planned to give feedback to the students‟ drafts. The students‟ drafts would be given back to the students on
Thursday, May 1
st
, 2014. Finally, the students were asked to revise their drafts and to submit them on Friday, May 3
rd
, 2014. In the post activities, the researcher planned to give brief review of what they had learnt that day. The researcher also
would remind the students to submit their revised written on Friday, May 3
rd
, 2014. In the post activities, the researcher would distribute the questionnaire for
first cycle and would ask the students to fill their questionnaire. e
Linking to Related Texts The researcher did not really pay attention to this stage. It was because this
research only focused on the use of picture series to improve writing skill in
66 composing narrative text. They did not need to compare their text to the related
text. The researcher made the students focus on the narrative text only. In the lesson plan, the researcher also ad
ded the rubric scoring to assess students‟ drafts and revised writing. The scoring rubric which was used taken from
Anderson‟s scale as cited by Hughes 1989, p. 91-93
b. Action
In this stage, the researcher implemented the plans which were arranged. The implementation of the actions based on the lesson plan which was arranged
in the planning stage. The implementation must be in accordance with the activities planned in the lesson plan. The activities consisted of pre-activities,
main activities, and post- activities. In implementing those three activities the researcher included the stages of text-based approach Feez Joyce, 2002. The
stages are building the context, modeling and deconstructing the text, joint constructions of the text, independent construction of the text, and also linking to
related text. There were two meetings of the implementation. The first meeting was conducted on Thursday, April 24
th
, 2014. The second meeting was conducted on Tuesday, April 29
th
, 2014. a.
First Meeting 1
Pre- Activity a
Building the Context In the beginning of the lesson, the researcher introduced herself to the
students. It was continued by greeting the students. In the introduction, the
67 researcher asked the students about narrative text. The researcher asked the
students to mention the examples of narrative texts that they had known. The students answered researcher‟ questions orally by mentioning several examples
of narrative texts. 2
Whilst Activity b
Modeling and Deconstructing the Text. The researcher distributed handouts. The researcher made a review on the
definition, elements and language features of narrative texts. The researcher as a model also invited the students to identify an example story of narrative text in
the handout, The Ugly Duckling. c
Joint Construction of the Text In the main activity, the class was divided into six groups. Each group
consisted of four students. The researcher named the group with Group 1, Group 2, Group 3, Group 4, Group 5, and Group 6. The students were asked to play a
game as their pre-writing activity. The name of the game was story chain. The researcher prepared the blank sheet of papers for each group. The researcher gave
the title and the first sentence of the story, then, the students were asked to continue it. Each student wrote a sentence and it was continued by the other
students in the group. The sentences had to have connection one to another so that in the end of the game, the group would produce a story. The title of the
story was Golden Cucumber
Timun Mas.
The first sentence given by the researcher was “Long time ago, there lived an old widow named Mbok Rondo
who had no child. ” The students would continue the sentence. After finishing the
68 game, the researcher invited the students to read together their written text in
groups. Then, the second activity was composing the story of The Three Little
Pig. The researcher attached the picture series on the whiteboard. The researcher also gave key words as the main vocabularies which were used in the text. The
researcher also permitted the students to use their dictionaries. The students composed the text as their group works. The researcher asked the students to
submit their works in the end of the lesson. d
Independent Construction of the Text This stage was not done in the first meeting. The researcher would only
focus on the group work for the students before they started to write individually. The independent task for individual writing activity was done in the second
meeting of cycle one. In the meeting one of cycle one, the researcher only focused on the group drafts.
e Linking to Related Texts
The researcher did not necessarily follow this stage since the students only focused on writing narrative texts. This stage was employed for post
activities. 3
Post activity In the post activity, the researcher reviewed the students
‟ achievement of learning through an asking and answering session. After that, the researcher gave
the conclusion orally to the students. The researcher also reminded the students to bring their dictionary. Then, the researcher ended the lesson of the day.
69 b.
Second Meeting The second meeting was conducted on Tuesday, 29
th
April, 2014. There were 26 students who joined in the lesson. The topic in the second meeting was
narrative texts for the individual drafts. There were 3 main activities. 1
Pre-Activity In the pre-activities, the researcher began the class by greeting the
students. The students answered the greeting eagerly. The researcher also checked the attendance list of the class. There was no student absent in the class.
a Building the Context
In this step, the researcher started to give a review based on the results of the group drafts done in the previous meeting. The researcher found that the
students still made errors in the use of past tense verbs in their sentences. Particularly, the researcher found the grammatical errors that occurred in the use
of verb 2 and be form in the sentences. Therefore, the researcher gave thereview on these parts in order to convince them that they would comprehend the
language elements before they did the individual draft. The researcher made exercises in order to help the students reviewed the
materials. The researcher distributed some exercises to the students. The students had to do the exercises. The exercise consists of 10 sentences which had
grammatical errors in the use of verb 2 and be form. The students had to analyze those sentences and correct them. After they finishing the exercise, the researcher
discussed the answers with the students. The researcher also explained the
70 reasons of the answer for each sentence. The students noted the explanation of
the researcher. 2
Main Activity b
Modeling and Deconstructing the Text The researcher asked them to gather in the group. The groups were the
same as the previous meeting. The researcher also gave a narrative text to the students. The narrative text was The Story of Cinde Laras. They were asked to
identify the errors of the past tense which occurred in the text. After finishing their assignment, the students and the researcher checked the work together.
c Joint Construction of the Text
In the second meeting, the researcher focused on the individual composing texts. Therefore, in this stage, the activity was the same as the deconstructing
activity since the student were asked to identify the errors of the past tense which occurred in the text The Story of Cinde Laras in a group form.
d Independent Construction of the Text
The second activity was composing the individual draft of narrative text. Here, the researcher used a set of picture series again. The picture series was
about a story of The Greedy Dog. The picture series was attached on the whiteboard, the same as the previous meeting. Here, the researcher provided the
keywords or the main vocabularies related to the story. Then, the students were asked to compose a story related to the picture series individually. The researcher
allowed them to open their dictionaries. Conversely to the group draft in the previous meeting, the individual writings had to be done individually.
