Third meeting of Cycle 2

89 by the researcher. The use of picture series also improved students’ interest in learning writing. The following interview transcripts were presented as a proof. 4: 08 R : “Menurut kamu tadi gambarnya bisa membantu kamu menulis ga?” In your opinion, did the pictures help you in writing? S : “Bisa, Miss.” Yes, Miss. R : “Bisanya?” How could it help you? S : “Emm, bisa memandu dalam bikin ceritanya, Miss, hehe.” Emm, the pictures guided me to write the story, Miss, hehe. Interview transcript5502-03-2015 4: 09 R : “Menurut kamu tadi picture seriesnya membantu kamu ga? Kalo membantu alasannya apa?” In your opinion, did the picture series help you? If you think it helps you, what is you reason? S3 : “Picture seriesnya membantu karena saya mendapat ide dan jalan ceritanya dengan mengikuti urutan gambarnya, Miss .” Yes, the picture series helped me because I got the idea and the story by following the order of the pictures, Miss. Interview transcript5802-03-2015 Besides, the English teacher also said that by using a picture series the students had achieved a big improvement in their writing, especially in cycle 2. 4: 10 R : “Kalau begitu bagaimana dengan kemampuan menulis siswa di cycle 2 ini, bu?” Then, how is students’ writing ability in cycle 2, Ma’am? ET : “Di cycle 2 ini sudah ada peningkatan ya mba, itu bisa dilihat dari grammar mereka ketika membuat kalimat sudah betul, kosa katanya juga sudah bertambah, kemudian mereka sudah jarang salah spellingnya. Ya peningkatan menulis mereka bagus dan besar sepertinya.” In cycle 2, there is improvement in their writing ability. It can be seen from the grammar mastery; they can construct a sentence with correct grammar; their vocabulary mastery is also improved; then, they also rarely make mistake in spelling. Yes, their improvement in writing is big and great. Interview transcript1224-02-2015 90

b. Providing grammar and vocabulary exercise combined with picture

series and game In this cycle, the number of grammar exercise was increased and combined with vocabulary exercise, picture series and game. The combined exercise was given and discussed at the same time to save the time. It was one exercise that consisted of several topics and activities. Based on the observation done by the collaborator, it can be seen that the students were interested in these combined since it consisted of several topics and activities. The students paid attention and actively involved in doing and discussing the material. Their grammar mastery was improved and their vocabulary range was also widened. The students were able to construct sentences with correctly. They also rarely misspelled the words in their writing. As the result, these exercises supported the students to improve their writing.

c. Giving prizes

The effect of this action was still the same with the previous cycle. The difference was that the students did not only focus on the prizes. In this cycle, they were not only competing with each other, but they were also learning the material given.

d. Giving feedback to students’ writing

Providing both written feedback and oral feedback was very useful for the students. Trough oral feedback, the students were able to discuss their writing with the researcher, the English teacher and their friends and find for solution. It also helped the researcher to save the time in the teaching and learning process.