Reflection Report of Cycle 1
Merah and Bawang Putih, The unsuccessful Burglary, Cinderella, and Timun Mas”. Based on the observation, PWIM could enhance students’ interest to
start writing narrative texts. They were interested in writing because there were pictures to guide them. They said that the picture word charts helped
them to generate ideas. That condition can be seen in the following interview transcript.
R : Teknik PWIM membantu kamu menulis?
Do you think that PWIM technique help you to write? S
: Lumayan Miss, ngebantu soalnya ada keterangan kata-katanya di gambar. Gambarnya juga ngebantu kita buat ngembangin ide.
It is helpful because there are words that explain the pictures. The pictures also help us to generate ideas.
Int-7 20 May 2015
The second step of PWIM is identifying and labeling the pictures. Based on the observation and interviews, the students did not do this step well. They
sometimes got stuck to identify the pictures, as the result they could not write many words in the picture word charts. They still needed the researcher’s
guidance to label the pictures. She guided them by giving lists of words with its meaning in the picture word chart. She often reinforced them to memorize the
words. However, the students seemed eager to memorize words because they actively write down the words lists and its meanings given by the researcher in
their picture word chart. Therefore, it implied that this activity could enrich their vocabulary mastery. Overall, the students were interested in doing this step as
shown in the following interview transcript.
R : Kalian bisa ngerjain PWIM worksheet? Can you do the PWIM worksheet?
S :Tergantung moodnya. Ada yang susah sama ada yang gampang. Tapi
lumayan seru miss yang kita rebutan maju ke depan buat nulis kosa kata yang kita tahu.
It depends on my mood. There are difficult and easy parts. It is fun when we compete to come in front of the class to write words that we know.
Int-7 20 May 2015
The third step was reading and reviewing the word chart. In this step, the students actively participated to read and check the words that they have written
by pronouncing words together and checking the spelling. Therefore, they could minimize their errors mistakes in the mechanic aspect especially spelling.
The next task was classifying words. Most of the students found some obstacles in this step. They were still confused in classifying words based on the
word class. Some words that belong into adverb were classified into adjective by the students. They also were also confused to make noun phrase in creating a good
title of the text. Some of them were reluctant to join the activity. Therefore, the researcher fully guided them to accomplish this task.
The last step was generating sentences and paragraph. The students were asked to write at least three sentences in one paragraph. They followed the
researcher’s instruction to write sentences. Although there were many grammatical mistakes related with tense, pronouns, and subject-verb agreement,
the students started to be aware that a sentence at least should have a subject and a verb. They were able to compose a longer text compared to the text that they
produced in the pre-test. Their sentences also became more logical in Cycle 1 rather than in pre-test. The following picture is one example of students’ writing
in Cycle 1.
Figure 8. An Example of Students Writing on Cycle 1
This sample illustrates the student’s writing ability in Cycle 1. From the sample above, the researcher and the collaborator analyzed that the student’s
writing in Cycle 1 was better than in pre-test. In Cycle 1, she could write a better narrative text. She was able to write a longer text compared to the text that she
wrote in pre-test. There was also improvement in terms of the vocabulary aspect. She used some new words that she found during the lesson. Figure 8 shows the
student’s improvement related to grammar since her sentences were able to perceive compared to her writing in pre-test. The other students also made similar
improvement in their writing. However, the researcher could analyze some mistakes in the students’
writing. There was a sentence that was not logical such as “They everyday always pray for a child.” instead of “Everyday they prayed for asking a child”. That
sentence was not logical because the word choices were not appropriate. In addition, the students of VIII D class still often made grammatical
mistakes. They did not change verb into past tense form. In Figure 8, it can be seen that the student did not change verbs into past-tense form, such as work, have
been married, hear, give, do not think, change, etc. Double verbs also could be found in Figure 8, such as “They are get cucumber seeds and change into plants.”
instead of “They got cucumber seeds and the seeds changed into plants.” In addition, they sometimes did not put linking verb in their sentence such as “The
farmers happy” instead of “The farmers were happy.” In terms of mechanic aspect, the students still obeyed the rules of capital
letter and punctuation. Moreover, there were some errors and mistakes that the
students still made. They sometimes wrote incorrect words since they did not know the spelling. However, the misspelling words that the students made were
decrease in Cycle 1. The researcher also showed the students’ writing products in Cycle 1 to
the teacher to get his reflection. He commented that the students’ writing ability in generating ideas was improved. According to him, the students were able to
compose a longer text compared to the text that they produced in pretest. He added that they also showed improvements in terms of vocabulary mastery. In his
point of view, the students used some new words that they found during the lesson. Related to the grammar, the teacher asked the researcher to teach grammar
in simple way. The description of the discussion can be seen in the interview transcript below.
R : Saya sudah selesai mengkoreksi hasil tulisan anak-anak Pak.
Rencananya feedback akan saya
berikan pada mereka next meeting. Bagaimana
menurut bapak dengan hasil ini? I have finished correcting the students’ writing. I planned to give them
feedback in the next meeting. What do you think about the result?
ET : Ya masih susah ya ini mengembangkan cerita,tapi sudah cukup jalan.
Kosa kata juga sudah sedikit bertambah dibanding pretest kemaren.
Cuma ya grammarnya memang masih berantakan. Ini saja mbak, pengemasan
grammarnya sedikit tapi jelas. So far it seems good. Their vocabulary mastery improved compared to the
previous pretest but their grammar did not improve. R
: Terimakasih pak masukannya. Rencananya saya akan fokus pada penerapan penggunaan kalimat verbal dan nominal serta penggunaan
past tense. Thank you for your suggestion. I plan to focus on implementing the use of
verbal, nominal sentences and past tense. ET
: Iya bisa dibuat seperti jumbled words tapi ada kata verbal nominalnya mbak atau mengurutkan paragraph.
You can make it like jumbled words but you have to add verbal and nominal words or to arrange paragraph.
Int-820 May 2015
4. Using handout as a guideline. This action was successful to facilitate the students to be able to
understand the language input. The handout contains materials of narrative texts and worksheet to support the implementation of PWIM technique. However, the
students were still lacked of time to do the tasks in the worksheet. This following interview transcript supports the finding.
R : Dengan adanya worksheet PWIM kamu merasa terbantu ngga?
Do you think that worksheet is helpful? S
: Iya, soalnya ngasih latihan-latihan buat menulis, gambarnya juga lumayan bagus.
Yes it is, because it provides writing practices. The pictures are
also interesting.
R : Bisa ngerjain task yang ada di worksheet? Kamu kerjain ngga semua
tasknya? Can you do the tasks in the worksheet? Can you do all of the tasks?
S : Ada yang bisa ada yang engga mba. Tapi mudengin jadi tau gimana nulis
cerita narrative terus lebih nyenengin juga ada gambarnya dan kata-kata kunci. Tapi tugasnya kebanyakan miss.
I cannot do some tasks, but now I understand how to write narrative text. Moreover the handout is interesting and more fun, because it provides
pictures with keywords. In my opinion, the tasks are too much.
Int-519 May 2015