94 laboratory which is equipped with the internet. I helped her how to
download the materials until she could do it by herself. She also realized that translating texts and memorizing words were not the only ways to
teach writing.
5. Changes in the principal’s behaviour
The principal realized that there were school facilities that were not used maximally. Therefore, she would encourage the teachers to make use
of the school facilities.
6. Changes in collaborator’s behaviour
Because he was conducting research in the same field, writing, he learnt much about how to teach writing, how to deal with students, and the
websites which provide the material for teaching English. He recently made use of the websites to download some materials since he has been
teaching in a junior high school.
B. Implication
The research findings showed that the students’ writing ability was improved compared to the previous condition before the action research was
conducted. This was because of the actions carried out like, implementing thematic progression in the teaching of writing, sequencing the teaching and
learning into BKOF-MOT-JCOT-ICOT stage, using various media and materials,
95 preparing the dictionaries, and showing good respect to students. Those actions
have implications. The implications are described below.
1. Implementing thematic progression in teaching writing could improve
students’ writing skill. Thematic progression was a useful skeleton of the text that the students could copy to their writing. The students could
manage their idea by applying thematic progression patterns. The patterns were reiteration, zigzag and hierarchical pattern. The patterns emphasized
on the connection among sentences. Therefore the teacher, when teaching writing, should not only teach the grammar patterns but they should also
teach the students how to manage the content so as to produce a good text which conforms to the generic structures.
2. Sequencing the teaching and learning in BOKF-MOT-JCOT-ICOT stage
provides the students with practices to help them writing an English text. At the first stage BKOF, they were introduced to the topic and the
vocabulary being learnt. On the next stage the teacher explained the language features of the text. After that, this was the time for students to
practice. They did some practices in JCOT until they were able to produce a descriptive text. In the last stage, the students were to produce a
descriptive text individually. Thus, teachers should provide the students with practices before asking them to write a text.
96 3.
Group work helped the students completing the task since they could help each other. However, some students became disruptive within the groups.
They did not participate in their groups. This made only one or two students within the group who were working while the others copying the
work. Therefore in the cycle two, based on the discussion with the English teacher, I did not use group work anymore. This implies that teachers
should be able to choose either group work or individual work which is more appropriate for their students.
4. The use of various media made the teaching and learning livelier. The
students were interested to the use of media. Especially when I used the projector, they looked enthusiastic during the lesson. Therefore, teachers
should optimize the use of media available in the school.
5. The students needed the dictionary during the writing class. The dictionary
was helpful to find out the meaning of difficult words. This means that teachers should make sure that the students had the dictionary with them
during the class.
6. Showing good respect to the students made the students showing good
respect to me as well. The use of positive language to show my respect on them reduced their anxiety during the lesson. This implies that teachers
should respect their students and communicate their respect through positive language.
97
C. Limitation of the Research
