87 referring to the text. They were feeling reluctant to write and beefing about the
assignment. But the researcher said “You will work individually in this task but don’t worry, you are allowed to use the dictionary. You have to finish this today
because Mrs. Heni and I will correct your writing and give it back to you tomorrow. Do you understand?” “Yes, Miss.” The researcher walked around the
classroom and helped the students. The students did the assignment seriously. Finally the bell rang; the researcher collected the students’ assignments and closed
the teaching and learning process.
d. Fourth meeting of Cycle 2
The fourth meeting of Cycle 2 was conducted on Tuesday, 24
th
February 2015. The teaching and learning process started at 07.15 a.m. The English teacher
sat on the back of the classroom and the researcher opened the teaching and learning process by greeting, asking the students to pray together and checking
student’s attendance list. All 35 students attended the teaching and learning process.
Then, the researcher asked the students “Do you still remember what we will do today?” “Yes, writing, Miss.” The researcher distributed students’ works
from the previous writing. She had written some corrections in students’ writing.
She told the students the meaning of each researcher sign correction. Then, she re- explained simple past tense material and gave chance to ask question to the
students. None of the students had question. The students were allowed to use dictionary. The students started revising their writing, while the researcher walked
around the classroom and helped the students.
88 After the students had finished revising, the researcher collected their
work and presented a jumbled series of pictures by using LCD projector. She distributed handout to the students. The students were asked to re-arrange the
jumbled series of pictures into correct order and write a story based on the arranged pictures. They seemed too lazy to write but the researcher told them that
she would give two snacks for each student if they had finished their writing. Finally, the students started to do their assignment. The students were allowed to
use dictionary. While the students were doing their task, the researcher walked around the classroom and observed the students. The time was up; the students
submitted their writing and the researcher gave them their snacks. Then, the researcher closed the teaching and learning process.
3. Reflection
After implementing the actions in Cycle 2, the research team had a discussion to propose the reflection of implemented actions.
a. Implementing picture series as media
From the result of the students’ writing, the research team concluded that using a picture series as media in the teaching and learning process improved
students’ writing ability. The students had significant improvements in all writing aspect. One of the improvements was the students were able to generate and
develop their idea. The series of pictures helped them in organizing the ideas and stimulated them to add some supporting ideas in their writing. The students
enriched their vocabulary through the discussion related to the picture series given
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
