70 students to read carefully the text, analyze the generic structure and answer the
comprehension questions. The students still remembered the generic structure of the recount text. The students were given 30 minutes to do the assignment and
they were allowed to use dictionary. The researcher asked the students who did not have a dictionary to borrow it in the library. She walked around the classroom
and helped students in doing the assignment. She had to give additional time because some students had not finished their assignment yet.
After all students had finished, the researcher and the students discussed the story and the generic structure of the text. Only a few students joined the
discussion. Some others were busy talking and playing with their friends. Then, the researcher asked the students to write their answer of comprehension
questions in the whiteboard. As a prize, she would give one snack to whoever that wanted to present their answer in the whiteboard. She also gave two snacks for the
students with correct answer. The researcher spoke loudly so the students would hear and pay attention. This strategy worked and some students willingly
presented their answer in front of the class. The researcher and the students discussed the answer together. After giving the prizes, the researcher gave the
students chance to ask question related to recount text material. None of the students asked question.
Then, she provided the students with jumbled series of pictures. The students were asked to re-arrange the jumbled series of pictures into correct order.
All of the students could do the assignment easily but some of them had confusion over which one came first between taking a bath and tooth brushing. After that,
71 the researcher and the students discuss the story of the series of pictures together.
The researcher told the students that in the next meeting they would write a recount text based on the series of pictures given. Then, she ended the teaching
and learning process and said good bye to the students.
d. Fourth meeting of Cycle 1
The fourth meeting of Cycle 1 was conducted on Tuesday, January 27
th
2015. The teaching and learning process started at 07.15 a.m. The English teacher sat on the back of the classroom and the researcher opened the teaching and
learning process. The researcher greeted and prayed together with the students. After that, she c
hecked students’ attendance list. All 35 students attended the class.
The researcher provided the students with a series of pictures that they had discussed in the last meeting. She asked the students to write a recount text based
on the series of pictures given. The students seemed reluctant to write. Then, the researcher reminded the students about recount text and simple past tense
material. She gave chance to ask question related to the material. The students did not have question. After that, the researcher let the students to start writing a
recount text. The students had to do their assignment individually. They were allowed to use dictionary. To make the assignment easier for the students, the
researcher had divided each picture in a column so that the students only had to write some sentences in the each column next to the picture.
She walked around the classroom observing the students. She gave additional time to the students. After all of the students had finished she collected
72 students’ assignment. Then, the researcher played a movie entitled „Cloudy with a
Chance of Meatballs’. While the students watched movie, the researcher and the English teacher were correcting and giving feedback to
students’ writings. After they were finished, the assignments were returned the students to be revised.
Because of the time limit, the researcher and the English teacher helped the students to revise their writing. The bell rang at 08.15a.m. The researcher
collected the assignment and told the students that they would write a recount text without using dictionary in the next meeting. She summarized the material and
gave chance to the students to ask question. All students had no question. Then, she closed the teaching and learning process and said goodbye.
3. Reflection
After implementing the actions in Cycle 1, the research team proposed a reflection of the implementation of the actions. The reflection was made based on
the observations and interviews conducted during the action and observation stage in Cycle 1.
a. Implementing picture series as media
A picture series stimulated the students’ mind so that they could easily generate an idea in the beginning of writing. They also succeeded in developing
the idea into some supporting ideas. Besides, the students considered picture series as one of the interesting media that improved their interest in writing. The
following interview transcripts were presented to show students’ and teacher opinions about the use of picture series in teaching and learning process.
