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e Linking to Related Texts
The researcher could not make any reflection about this stage since he did not really focus on linking recount text to related text. The researcher still planned
not to focus on this stage in the second cycle.
b. The Second Cycle
The second cycle was conducted in two meetings. The first meeting was conducted on Tuesday, November 2, 2010 and the second meeting was conducted
on Tuesday, November 23, 2010. In the first meeting of the second cycle, nobody was absent. Meanwhile, in the second meeting of the second cycle, one student
was absent because she was sick. The first meeting of the second cycle was to explain more about past
sentences. It was to help the students overcome their problem dealing with making correct past sentences. However, the teacher who was also the researcher asked
the students to write a recount text based on picture series in groups. Meanwhile, the second meeting of the second cycle was aimed to give opportunity to students
to learn from their friends how to write a good recount text based on picture series by revising their draft. Besides, the students were assigned to write a recount text
based on picture series individually. The teaching and learning activities were still based on the genre-
approach which had some steps to do namely, Building Context, Modeling and Deconstructing the Text, Joint construction of the Text, Independent Construction
of the Text, and Linking to Related Texts. However, it was just the same to the
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first cycle that the last stage of writing in genre-based approach did not really become the focus of this research so there was no linking to related text
explanation. The second cycle of this research consisted of four stages namely;
planning, action, observation, and reflection. However, the researcher did the action and observation at the same time because the researcher thought that it
would not be possible to separate the observation from the action. While the action was implemented, the researcher could observe what was going on during
the implementation well. After that, the researcher did reflection to determine whether the use of picture series could help the students write a recount text or
not.
1 Planning
Having reflected the first cycle, the researcher began to plan an action for the second cycle. In this step, the researcher made a plan for the second cycle
based on the result of the reflection done in the first cycle. It was expected that the teaching and learning activities in the second cycle would give better result
compared to the first cycle.
a Building the Context
In this stage, the researcher planned to build the context of knowledge about recount text by recalling the students’ understanding about recount text. It was
expected that the students would become more familiar with recount text.
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b Modeling and Deconstructing of the Text
The researcher planned to give a model of text which was written based on picture series. It was expected that the students could be more able to analyze
picture series and then write a recount based on picture series. Besides, the researcher planned to use the text in this stage to explain about past tenses. The
researcher planned to ask the students to find some past sentences on the text. It was expected that the students’ problem dealing with past tenses could be
overcome. Therefore, the researcher could explain about recount text and the use of past tense at the same time.
c Joint Construction of the Text
In this stage, the researcher planned to ask the students to work in group which was the same with the group in the first cycle so that the researcher could
know the students’ improvement in writing a recount text based on picture series. Besides, by working with the same group, the researcher hoped that the students
could still have the same perception about recount text just the same with the explanation given by the researcher. It was because the researcher wanted to ask
the students write a recount text based on picture series in group without making some sentences based on one picture individually as the activity in the first cycle.
The researcher assumed that the students had been able to analyze picture and then make sentences based on the picture series.
The researcher also planned to give feedback on the students’ drafts which were written in group. The researcher planned to ask the students to revise their
drafts based on the feedback. It would be used as the building stage step in the
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second meeting of the second cycle so that the students still remembered how to write a good recount text as they have done in groups.
d Independent Construction of the Text
In this stage, the researcher planned to ask the students write a recount text individually. The activity and task were just the same with the first cycle.
However, the picture series provided were different from the picture series in the first cycle.
e Linking to Related Texts
The researcher still did not make any plan for this stage since the main focus of this research was to know to what extent the use of picture series helped the
students.
2 Action
The action was conducted on Tuesday, November 2 and 23, 2010 in the third and fourth period on ninety minutes. In the action stage, the researcher
played a role as the classroom teacher.
a Building the Context
The researcher began to build the context of learning by recalling the students’ understanding about recount text. The researcher just reminded the
students about the last meeting with him in the classroom. The researcher informed to the students that their previous recount texts were better than their
recount in the preliminary study although some of them still experienced difficulty
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in making correct past sentences. It made the students remember about writing a recount text based on picture series.
b Modeling and Deconstructing of the Text
The researcher gave a model of a recount text which was written based on picture series. It made the students knew more how to analyze picture series and
make some sentences to become a good recount text. However, the researcher concentrated more on how to make correct past sentences.
The researcher asked the students to find some past sentences from the text to explain about past tenses simple past and past progressive tenses. The
researcher wrote down the sentences which were mentioned by the students. After that, the researcher asked the students to analyze the sentences they have
mentioned. Having analyzed the sentences, the researcher let the students create a kind of formula for each tense. To check the students’ understanding about past
tenses, the researcher asked some students to make their own sentences and let the other friends to check whether the sentences were correct.
c Joint Construction of the Text
The researcher asked the students to work in groups just the same with the first cycle. The aim of gathering the students in the same group as in the first cycle
was to know the students’ improvement while they had to make a recount text based on picture series in groups. However, the researcher just asked the students
to write a recount text directly without making some sentences based on a picture individually like in the first cycle.
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This stage was conducted after the students learned about how to make correct past sentences. Before the students wrote a recount text in groups, the
researcher distributed a list of irregular verbs to help the students find past form of certain words. The researcher also reminded the students about the characteristics
of a recount text and also about how to analyze a picture. Having understood the instruction given by the researcher, the students began writing a recount text based
on picture series in groups. After the students finished writing a recount text in group, the researcher asked the students to submit their writing. This stage was in
the last activity on the first meeting of the second cycle. This stage was continued in the second meeting of the second cycle. The
researcher asked the students to gather to their group to revise their recount text which was written in the first meeting of the second cycle. The students revised
their recount text based on the feedback given by the researcher who played a role as the teacher. The researcher gave the feedback in the form of symbols and each
symbol had different meaning. It was to make the activity interesting. However, the students explained the meaning of each symbol, so that the students would not
be confused in revising their writing. Having finished revising the recount text, the researcher asked the students
to submit their recount text. This activity was aimed to recall the students’ knowledge about recount text to move to the next stage which was independent
construction of the text.
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d Independent Construction of the Text
This stage was conducted in the second meeting of the second cycle after the students revised their recount text written in groups. In this stage, the researcher
asked the students to write a recount text individually. The researcher distributed new picture series to the students. The researcher also provided some vocabularies
related to the picture series to help the students write a recount text. However, the students might also use vocabularies outside the vocabularies provided on the
picture series. During this stage, the researcher moved around to help the students in case
the students found difficulty. The researcher tried to ask some students who had bad score in the first cycle if they had difficulty. After the students finished
writing a recount text, the researcher asked the students to submit their draft.
e Linking to Related Texts
The teacher did not really follow this step because the students did not need to compare their text to related texts. Knowing how to write a good recount text
was enough for this research.
3 Observation
The observation was conducted at the same time with the time of the action implementation on Tuesday, November 2 and 23, 2010 in the third and fourth
period on ninety minutes. In the observation stage, the researcher asked for help to the real classroom teacher and an outside observer to observe what was going on
during the action implementation. Unfortunately, the real classroom teacher could
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not observe the implementation in the second meeting because she had another business outside the classroom.
a Building the Context
The researcher began the lesson by greeting the students and asked for their readiness to follow the lesson today. Based on the observation, the students were
very noisy before the researcher opened the lesson and even when the researcher just began the lesson. The researcher then waited for the students’ readiness. After
the students’ were quite ready, the researcher began to build the knowledge about the lesson on the first meeting of the second cycle.
To build the knowledge about recount text, the researcher recalled the students’ understanding about recount text. The researcher found that the students
had understood about recount text. It could be seen from the students’ oral answer. After that, the researcher informed to the students that their previous recount texts
were better than their recount in the preliminary study. However, the researcher still found that many students could not make past sentences correctly. Therefore,
the researcher explained about it. In this activity, the researcher spoke too fast which made the students could not really understand about the explanation.
b Modeling and Deconstructing of the Text
In this stage, the researcher asked the students to read a recount text and find some past sentences from the text. This activity made the students enthusiastic to
work. When the researcher asked the students to mention some examples of past sentences from the text, the students were very actively mentioning some
sentences. The researcher wrote the sentences mentioned by the students on the
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whiteboard to explain about past sentences simple past and past progressive tenses. While the researcher was explaining how to make correct past sentences,
some students on the back were sleepy and some of them were busy with their own activity. Based on the observation, the students could not see the researcher
who was also the teacher’s writing due to the board marker. The researcher used a new board marker that made the writing unclear. However, some students on the
first and second rows were very serious paying attention to the researcher’s explanation. Some of them also took a note about the material explained by the
researcher. Having explained how to make correct past sentences, the researcher asked
the students to make a formula so that they could remember it and later could make correct past sentences. Based on the observation, some students could make
correct formula but the others were still confused. To check the students’ understanding, the researcher asked two students who seemed to have difficulties
dealing with grammar in the first cycle to make their own past sentences. From the observation, the students were still confused to make correct
sentences although each of them finally could mention a sentence. The researcher asked the whole class to check whether the sentences made by their friends were
correct or not. It was to check the whole class understanding about past tenses simple past and past progressive tenses. The sentences made by two students
were all incorrect. Fortunately, their friends could make the sentences correct. Since there were some students still confused how to make correct past sentences,
the researcher needed to explain about it once again. It was really time consuming.
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However, in this stage, the students were very active and could follow the researcher’s explanation.
c Joint Construction of the Text
In this stage, the researcher asked the students to work in groups which were just the same with the group in the first cycle. The students enthusiastically
gathered to their group which indicated that the students were enthusiastic to learn. The observer also wrote down about it in the field note of the first meeting
of the second cycle. “Moreover, they actively moved when they had to form a group
which was the same to the group in the first cycle. From that point, it could be seen that the students were eager to learn and enjoyed
today’s English class.” The field note of the first meeting of the second cycle, see appendix 10.
However, the students were very noisy after they gathered with their group. It became noisier after the researcher gave some candies to them. The candies
became the change of the food that the students usually buy during their break time. In this meeting, the lesson actually was separated by a break. However, the
researcher asked the students to have a break after the second period of English lesson to keep the students focusing on the lesson. Luckily, the students wanted to
write a recount text based on picture series in group although they were very noisy. Based on the observation, the students were very noisy because they
discussed how to make a good recount text. They contributed their opinion in the discussion. It was good since the students discussed something related to the task.
“Luckily, the students still continued their task well and I could see that each student contributed hisher opinion in the group discussion
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to make a recount text based on the picture series given by the teacher. They learnt to write a recount text happily. The class was
so noisy but it was good, I thought, since the students were talking about the task given.” The field note of the first meeting of the
second cycle, see appendix 10.
During this stage, the researcher moved around to help the students and also to check the students understanding and ability in writing a recount text based on
picture series. From the researcher’s observation, the students could find and develop ideas in writing a recount text based on picture series. Besides, the
students now did not really find difficulty in making past sentences. They used the list of irregular verbs given by the researcher to find past form of certain words.
The students also used the vocabularies provided by the researcher to write a recount text. It made the students could finish writing a recount text quite fast.
The students could also cooperate very well in the group. It could be seen from the second meeting of the second cycle when the students should revise their
writing. The students worked together to revise their writing based on the feedback given by the researcher. From this activity, the researcher concluded that
picture series helped them write a recount text in groups.
d Independent Construction of the Text
In this stage, the researcher and the observer could see that the students enthusiastically wrote a recount text based on picture series. The students did not
find difficulty in getting ideas and developing the ideas. As the result, the students could make a recount text in 25 minutes.
The teacher moved around to help the students in case they had difficulty. Some students still experienced difficulty in making a good orientation paragraph.
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To help them, the researcher explained about analyzing the characteristics of an orientation paragraph. Overall, the students had been able to write a recount text
and picture series helped them much on this activity.
e Linking to Related Texts
The researcher and the observer could not observe anything in this stage because the researcher did not explain to the students to link recount text to
related text such as narrative. It was to economize the time of the action.
4 Reflection
Reflection is the last step of a classroom action research. In this step, the researcher reflected what went well and what did not go well during the
implementation of the second cycle.
a Building the Context
From the implementation that the researcher recalled the students’ knowledge about recount text was good because the students could remember the
characteristics of recount text. Besides, by telling that the students writing in the first cycle was better than their writing in the preliminary study, the students
would be motivated to write recount texts in the second cycle. However, the researcher could not really manage the classroom well because the students were
very noisy. Waiting the students not to be noisy anymore was quite time- consuming.
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b Modeling and Deconstructing of the Text
Dealing with this stage, the researcher reflected that this stage did not really go well. It was because the researcher did not have much time to explain about the
characteristics of recount text by using the text as the model. The researcher used most of the time in this stage to discuss past sentences. It was better that the
researcher made more time to explain about recount text. However, having a text written based on picture series as the model was
good because the students could learn how to analyze picture series and made a recount text based on the picture series. The fact that the text was not used to
explain about recount text became the limitation of this stage.
c Joint Construction of the Text
The researcher reflected that this stage went well. It was because the students could work seriously in groups. They could use the picture series to write
a recount text. They could also cooperate with their friends in groups. Although the students were very noisy, it was still acceptable since the students discussed
the task. Moreover, by giving feedback on the students’ recount texts written in group, it could help the students write a good recount text.
In this stage, the researcher also moved around to check the students’ understanding and help them in case the students experienced difficulty in writing
a recount text in group. It was good since the researcher really knew the students’ writing improvement and also difficulty. Overall, there was nothing which was
needed to be improved from this stage.
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d Independent Construction of the Text
The researcher reflected that providing vocabularies under the picture series could help the students. Besides, the list of irregular verbs could also help the
students. The students could write a recount text quite fast. The teacher also moved around and accompanied the students wrote a
recount text. It was good to help the students in case they had difficulty. In conclusion, this stage went well.
e Linking to Related Texts
The researcher could not reflect anything about this stage. It was because the researcher did not really follow this stage. The main focus of this research was
to help the students write a recount text using picture series.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
