46 and it would be implemented in the next cycle. The research cycle was
s topped when the students’ writing skill was improved.
47
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion of the efforts to improve students writing ability by using a picture series. This chapter is divided
into two main parts, namely report of Cycle 1 and report of cycle 2.
A. The Report of Cycle 1
1. Planning
There were several activities that the researcher did in planning stage. Firstly, the researcher observed and identified the problems related to English
teaching and learning process of grade VIII of SMP Pembangunan Piyungan in the academic year of 20142015. In this stage, the researcher collected the data
through classroom observation, interview, and pre-test. Secondly, based on the obtained data the researcher discussed with the English teacher or the collaborator
to select the problems that were possible to be solved. Then, the researcher determined and planned some actions to solve the selected problems.
a. Observation and Identification of the Problems
To get detailed information about English teaching and learning of class VIII A SMP Pembangunan Piyungan, firstly, the researcher observed the teaching
and learning process. The problems in teaching and learning process were identified based on the observation done on September 27
th
2014. The results are presented in the field note below.
48 No. : FN. 02
Day, Date : Saturday, September 27
th
2014 Time : 08.40 WIB
Place : VIII A Classroom R : Researcher
ET : English Teacher Ss : Students
R and ET entered VIII A Classroom. ET let R sit in the chair in the back of the classroom. At 08.40 the lesson was begun. ET greeted Ss and asked their
condition “Good morning, students. How are you?” Ss answered “I’m fine, thank you. And you?” ET also answered “I’m very well.” ET checked the
attendance list. All of 35 Ss came at that time. ET started the lesson by showing several examples of imperative
sentence through a video that she got from internet. ET played the video by using LCD projector in front of the classroom. All Ss were interested in the
video. The video was containing some examples of imperative sentence accompanied by the picture to act out the sentences. ET explained the material.
ET pronounced the sentences as the example and asked Ss to repeat after her. All Ss pronounced the sentences but some of them mispronounced the
sentences.
Then, ET asked Ss to make their own imperative sentence. Some of the Ss seemed reluctant to do the task.
Some of them were noisy. At 09.20
the bell rang for taking the first break. Then, the researcher interviewed four students about English teaching and learning process.
At 09.40 ET entered the classroom and the lesson was started again. ET
asked all of the Ss to write their imperative sentence in the whiteboard. Some of the Ss made wrong sentences.
And some other Ss write some words in wrong spelling.
ET discussed the sentences with the Ss and corrected the wrong sentences. Then, ET wrote other examples of imperative sentence in the
whiteboard.
But ET gave some wrong examples, such as “Open the door” and “Don’t open the door”
At 10.50 the time was over. ET ended the lesson and asked the Ss to
study hard at home. ET almost used Bahasa Indonesia in the whole lesson. ET used English only when she opened and ended the lesson. Ss did not
communicate with English at all.
After the researcher conducted the observation, the next step was interviewing the English teacher and some students of class VIII A SMP
Pembangunan Piyungan. Through the interviews, the researcher got some information and suggestions about the teaching and learning process that could be
used to support the identification of the problem and to solve the problems. By interviewing the English teacher and the students the researcher would able to
