Maximizing the pair and group work

e. Giving more feedback written

and oral to the students related to their writing performance. In the cycle II, students independently started using their creativity to write their own writing product. As usual, after students had finished their first draft, they should consult to me for getting feedbacks. The students could consult in the class or out of the class for example during the break time if they were still confused how to revise their first draft. Through some consultations and monitors sessions, the students‟ writing performance enhanced. They could get ideas independently. They also could start to simplify on what they wanted to write. Their problem of grammar accuracy and writing mechanism decreased. They became more aware when writing included using the correct tense and sentence pattern. They also paid more attention on how to use the capitalization and punctuation such as full stops and comma. R : ” Are there any difficulties in writing using photograph?” Ada kesulitan gak pas nulis pake foto? S8 : ”There were no difficulties found when writing the ideas it could be easier as I got the ideas before. I could write it then consulted with you, sir in the class or out of the class such as in the break time. ” Udah ndak ada she pak, pas nulisnya enak udah dapet ide tinggal nulis. trus bisa dicek bareng bapak buat dibetulin langsung pas di dalam kelas atau kalo masih bingung dan belum selesai bisa dicek bareng lagi pas jam istirahat juga …… Interview Transcript, 31 th May 2014 R : Researcher S8 : Student 8

3. Reflection

a. Using more photographs that represent some feasible adjectives and nouns used

The implementation of photographs that represented some feasible adjectives and nouns used were successful. The photog raphs could draw students‟ attention more as they were designed attractive. Using these photographs, students learnt some exposures about some new adjectives and nouns from the given photographs. The new adjectives and nouns words would help them as input when they wrote their own descriptive texts. Students had used maximally their creativity more to write their writing product. They could start independently to generate ideas based on their photograph choice then to construct their sentence based on the ideas found and to organize their sentence to be well arranged texts confidently. Their frequency asking on how to construct correct sentence decreased. R : “Are there any difficulties in writing using photographs? “Ada kesulitan gak pas nulis pake foto? S5 : ”Sometimes I forgot to use the correct tense, capitalization, and punctuation including comma and full stops. After finishing my writing product, I read and checked my writing using the previous given practice “ ….sok kadang gak teliti lupa pakai tenses yang benar , huruf besar dan tanda titik komanya juga sok kadang lupa pak hhehehe . Jadi setelah selesai saya baca dan cek lagi tulisan saya. Saya lihat lagi latihan-latihan yang telah saya kerjakan buat jadi contoh yang benar. Interview Transcript, 31 th May 2014 R : Researcher S5 : Student 5

b. Drilling grammar especially the simple present tense and sentence patterns used

Drilling grammar especially the simple present tense and sentence patterns used were successful. Students knew better and more aware when they wrote related to this aspect. It seemed that their grammar accuracy aspect increased. They also developed their critical thinking about the use of grammar accuracy when they checked and gave feedbacks to their friends writing product.

c. Maximizing the pair and group work

Pair work and group work activity activities successfully helped the students to fully join the class. The activities provided gave more chance to share ideas in writing and to interact with others. Through the group work and pairs, they helped their friends to understand the instruction and to do the task correctly. In group writing product, students helped their friends to start their writing in generating ideas and finding some appropriate vocabulary needed in their writing product. It seemed they used group discussion more actively and gave motivation to each other.

d. Giving rewards to the active students

The rewards in the form of giving direct mark and some prizes successfully improved the students‟ motivation to join the class. They became active to participate in the class. Most students liked praise and rewards that were given according to their performance in class. They were not patient to share their pairs or group discussion result and work to the class.