was the freedom of expression. This thing could train and give the students a chance to show their new ideas smoothly and originally. The freedom of expressing ideas was as a result of the presence of media
pictures and sounds. The second reflection was the fun of learning activities. It was by giving the students a chance to learn
in group to activate their curiosity for sharpening their social skills and development. Thus, when writing with grammar, the paces of learning activities should be variance to influence the accuracy of grammar by
peer correction. In turn, it would affect their motivation of learning in future. The third reflection was the emerging of open communication between the teacher and students that
made the students stayed longer to work with tasks in class. They would eager to seek any correction, revision, and feedback due to the spelling and punctuation mistakes they made.
The fourth reflection was the presence of variation strategies. To work with others for organizing ideas and building up stories. This would enhance their self confidence as they were assessed, needed,
appreciated by their groups through shared, guided, interactive, and independent strategies of writing to produce the first, revised, and final drafts in writing.
The fifth reflection was the appearance of guidance from controlled to freer writing. By following from controlled to freer writing, the students could expand their style of expression, sentence and dictions
correlated with their creativity.
Post Research The improvement of
the students’ writing skills in expressing and developing ideas, avoiding grammatical errors, using accurate spelling and punctuation, organizing elements of the story, and using English
writing style had affected the class situation. The learning was full of inspiration derived from interactive pictures and sounds, the enthusiastic atmosphere appear as the students were highly motivated to the
activities, the learning climate was in a high effort as S paid attention to the tasks, the variation in strategies of writing were available from shared, guided, interactive, and independent ones and dynamic
learning situation as the phases of writing guided them to produce the first, revised, and final drafts.
a. Plan stage
The action plan for the cycle 2 was done after reflecting the observation results in the cycle 1. The researcher found the weakness of the cycle 1. To
overcome the weaknesses of the cycle 1, the researcher revised the plan a follows: using materials contained more pictures, playing instrumental music to arouse
their imagination and emerge inspiration. It was done to reveal the deficiencies of imaginative writing skills found in the cycle 1. By having good improvements of
their imaginative writing skills, automatically, it would increase the stu dents‘
inspiration, motivation, attention, enthusiastic, and interests to do writing more. Finally the classroom learning had changed into a better situation. The synergy
between the improvement of imaginative writing skills of students and the change of classroom learning situation would make better achievements in writing lesson
and finally would give a positive contribution to their English learning.
The researcher also discussed with his collaborator in order to make the research ran well. After the discussion there were three points that the researcher
shared with him. Firstly, the lesson plan should be designed to accommodate their potency of writing. Using imagination was one way to help expressing ideas as
this was the first thing to do when they wanted to write. After that, their writing could be organized into logical way using the steps of first, second and final draft.
Secondly, to help them exploring and developing ideas, the pictures should be more than in the first cycle. This would give them chance to expand their ideas
following pictures. Thus, more pictures to see, more ideas emerged. Thirdly, to create conducive learning, at first the problems of writing
should be overcome. After that the problems of learning situation would automatically followed. That was why the researcher concentrated on the
problems of imaginative writing skills in the first cycle. After monitoring progress found in the first round, then the next focus was on the change of classroom
situation by creating good atmosphere of learning through pictures, sounds, LCD, and students‘ groupings. It continued trough step by step activities, from
controlled to independent ones. It used shared, guided, interactive and independent strategy of writing to create good learning climate.
Before going to class, the researcher prepared the lesson plan by: 1 Dividing the teaching activity into four phases
There were four phases as in the previous cycle. In Attention phase, there would be three tasks the students dealt with. After having class routines such as
greeting, praying, and checking attendance, the students worked with task 1: Preview the story. He linked to the previous story that one of the character i.e. Ali
the son of the old man in the story of ―The Old Man and Donkey‖, had continued his life after his father passed away. Whereas in task 2: the students identified the
elements of the new story as it began to roll with more characters, different settings, plot, and conflicts. In task 3 the students shared writing strategies in to
build up the story with oral composition and recorded it by following the pictures. In Need phase, the students were going to work with task 4, 5, and 6. In
task 4: Vocabulary buildings, the students increased their vocabularies by understanding the context. While in task 5: Sentence buildings, the students used
vocabularies to complete sentences. Then in task 6, they wrote sentences developed from tasks 4 and 5 with accurate grammar and appropriate mechanics
of writing. It was a guided strategy of writing. In Visualization phase, the students were going to work with task 7: Story
reconstruction. After having Oral composition, the next step was to record the story by doing written composition. It was a story writing done within groups of
eight. It as an interactive strategy of writing as the students had to interact to each other to chain the story. In this activity, the teacher still retained a control but a
little to make sure they were on the right track of learning. After gaining models of writing from collaborative process, then the
students would do task 8: Story writing. In this Action phase, they were ready to work independently. It was by doing a written composition activity that they were
free to chain the events of the story, organize them into paragraph, and link the
paragraph based on their own ideas. The source of the pictures them selves were taken from the contest Islamic cartoon in Jakarta at 2005. The pictures were
funny, giving amusement to the students and led them to use their imagination in developing the story.
1 Designing a portfolio test To measure the students‘ improvement on imaginative writing skills and to
know the class situation change after implementing the technique, the teachers applied a form of portfolio assessment. It assessed all sustained assignments
already given by the teacher to the students from meeting 1, 2, and 3 in the cycle 1 to the cycle 2.
b. Action Stage
