71
d. Reflecting
The last phase of a classroom action research is to reflect what had been done and to start arranging the following cycle
based on analyzed data from the observation of Cycle 1 evaluation. Therefore, it was important to identify and understand the
problems and obstacles during the research and find the appropriate solutions.
Related to the performance of the teacher, the researcher found that his performance was quite good. Before entering the
class, the teacher had approached the students and had communication with them. Hence, the researcher had built a good
atmosphere with them. Then, the teacher also had prepared anything well and in a good time allocation. In the classroom, the
students could follow his instruction. The teacher could deliver the materials clearly and understandably. Besides, when the students
looked confused in several new words or English structure, such as I like it because it is cute, I don’t like it because it is cruel, I have a
pet, etc., the teacher explained it to the whole of the students. From the observation, the researcher also realized that the relation
between the teacher and students was much closer. From the observation, it was revealed that the students had
not done their best. They mentioned that they felt engaged in writing but they did not give their best. It seemed that they knew
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72 their mistakes during the writing process and wanted to improve
their writing in the next activity. In Cycle 1, the students observed the object at home.
Therefore, the researcher wanted to see if the students’ performance and progress would be improved significantly by
observing the object in the real classroom. Another thing to improve was to provide a piece of blank
paper with lines for the students. It was to avoid the students to write not neatly. In Cycle 1, the students only got blanked paper
without lines so they wrote the sentences dowdily. Then some of them felt bothered since they still needed to make lines on the
paper by using a ruler. That was a great condition that many students brought a
dictionary at the classroom. The students might open the dictionary if they got stuck on the new word meanings or they were also
allowed to ask their friends and the teacher. Then, the teacher had to move around the class if the students had wrong diction for the
new words they found. The results of the reflection presented were summarized
into two major points. Those are: 1
Implementing reflective pedagogy to enhance writing skills of fifth grade students of SD Kanisius Sengkan was good and
advantageous. The evidences were:
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73 a
Students were very enthusiastic in following the activities. It can be seen from the field notes of the researcher.
From the questionnaire, more than a half of the students, or 21 of 32 students, said that they enjoyed the writing
activities in the last meeting. Here they stated, in question number 5, they enjoyed the activities because they saw a
real object to write. Afterward, in the third question, 18 students of 32 students stated that they felt motivated in
English writing after the classroom activities. The last question purposing to see if the students
desired to develop further their writing skills or not after experiencing the last activities showed that 25 students
desired to develop their writing skills. It meant that reflective pedagogy could enhance their writing skills.
b Students really saw good efforts in producing good writing.
The average score of the students’ in Cycle 1 was 73,2. The score was derived from two considerations,
which were the students’ skill on finding and organizing ideas and on diction and spelling. The average score of
finding and organizing ideas, which was symbolized with OI, was 75,1. While the average score of diction and
spelling, which were symbolized with D-S, was 71,3.
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74 2
The obstacles discovered and possible solutions to solve them were:
a Reflective pedagogy was to have the students experience
physically with the object being leaned. It meant that the students should move from their seat and get closer with the
object. How if those activities were applied for elementary school students? That was what happened in this cycle.
When the students had to share with their friends about the object they wanted to write, the situation was getting
crowded. Some of them were busy with their own business and even made a noise in the class, disturbing the others.
Even some of them were busy with their “gang”. At that time, what needed to do was to change the seat position so
they could not communicate with their gang members. Another possibility was to give them a task so they would
not be busy at their own business anymore but at the task the teacher gave. Moreover, just move around the class and
keep the eyes upon them. Rising the teacher’s voice intonation also possibly helped the teacher to get their
attention. b
In the first cycle, the students observed the object at home. The first meeting purposed the students to understand what
they would like to do and the format of what they would
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75 like to write. Thus, he did not see how the students did their
observation. During the observation, he might be able to see the students’ enthusiasm, or if they had any question,
they might ask the teacher, and even how honest they filled the guideline. Therefore, in the following cycle the
researcher planned to have the activities that the students could observe in the classroom. From those activities, the
researcher expected to see a better progress of the students. 3
A single point recommended for the next cycle was to ask the students bring the object to write at school or to go out and get
closer with the object. It was better to have the students observe the object to write at the moment when they were to write.
2. The Implementation in Cycle 2
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