allowed to open the dictionaries. After all students understood what they had to do, they started to write. The researcher gave 35 minutes to do the task.
When they were doing their task, the researcher walked around the class to make sure that they work individually. The following note told what happened in
the classroom on that day. R walked around the class to make sure that the students worked individually and
did not discussed with their friends. In the last five minutes, R alarmed them. Some of them had finished writing. Finally the bell rang as the sign that the time
was up. They had to submit their writing. Some of them looked busy tidying their writing up.
Field note 6, November 16
th
, 2013
When the bell tinkled, a student helped the researcher to collect their works. Then, the researcher said good bye to them and left the classroom. She corrected
their work and gave a mark as the post – test of Cycle 1.
2. Reflection
The researcher and the teacher had a discussion about the influence of the actions to the students’ writing ability. The discussion based on the observations
during the actions and the interviews with the teacher and the students. In this stage, the researcher and the teacher evaluated what happened in the first cycle.
The reflection then would be used as a plan of the actions that would be implemented in the second cycle. The interview transcript is shown below. It will
belong to the process validity.
R: “ Saya yang kurang bisa mengatur waktu. Perkiraan saya juga terkadang
meleset. Misalnya saya prediksi hanya memakan waktu 10 menit, eh ternyata lebih dari 20 menit. Mungkin itu juga karena saya harus mengkondisikan
siswa yang ramai”. I could not manage the time well enough. Sometimes my
prediction was not accurate. For example, in task 1, I estimated to use only 10 minutes, but it took 20 minutes. I also had to control those who were noisy.
T: “ Iya, ndak papa, namanya juga proses. Yang sabar saja, karena memang siswa
itu kadang perlu penjelasan lebih.” It’s okay. It’s only a matter of your
process. You just need to be more patient. Sometimes the students need extra explanation.
R: “ Iya Bu. Saya juga keliling kelas untuk memastikan siswa paham. Terkadang
mereka bertanya lagi dan saya harus menjelaskan lagi Bu .” OK Ma’am. I
also walked around to make sure that they understand. Sometimes they asked more and I had to re-explain to them.
T: “ Memang harus sabar dan telaten. Kalau disuruh bertanya sih malu, tapi kalau
didekati mereka pasti bertanya .” Yes, you have to be patient. Sometimes
they are shy to ask in front of their friends, so you should get close to them. Teacher-Interview 2, November 13
th
, 2013
From the transcript above, in Cycle 1, the teacher gave some suggestions to the researcher in conducting the teaching learning process in her research. It
could become a reflection for her in order to teach better in the next cycle. During the teaching and learning process in Cycle 1, the researcher
observed their activity in the classroom. She walked around the classroom to monitor their work. Sometimes she had to stop to answer their questions. It is
described as the following transcript.
R: “ Iya Bu. Saya juga keliling kelas untuk memastikan siswa paham. Terkadang
mereka bertanya lagi dan saya harus menjelaskan lagi Bu .” Yes. I also
walked around to make sure that they understood. Sometimes they asked more and I had to re-explain to them.
T: “ Memang harus sabar dan telaten. Kalau disuruh bertanya sih malu, tapi
kalau didekati mereka pasti bertanya .” Yes, you have to be patient.
Sometimes they are shy to ask in front of their friends, so you should get closer to them.
R: “ Iya Ibu. Lalu kalau aktifitas menulis siswa sendiri gimana Ibu?”
Yes, Ma’am. Then, what can you say about the activities?
T: “ Sudah bagus. Ada kegiatan yang berpasangan, ada yang individu. Jadi ya
sudah bervariasi. Yang berpasangan siswa bisa saling berbagi ide, yang individu ya siswa harus benar-benar mengeluarkan kemampuannya sendiri.”
Great. The students had both in-pairs activities and individual ones. They are various. They can share ideas in in-pairs activities. In individual tasks, they
can optimize their skill independently.
Teacher-Interview 2, November 13
th
, 2013
The students sometimes wanted to have more explanations from the researcher. It indicated that they wanted to understand the materials deeply. Their
enthusiasm increased in this cycle. The interview then can be claimed as the process validity.
R: “ Saya hari ini sudah selesai Bu dalam memberi penjelasan di cycle 1. Lalu
pendapat Ibu tentang materi dan penjelasan yang saya berikan bagaimana Bu?”
I have finished cycle 1 Ma’am. What’s your opinion about the materials and my explanation?
T: “ Materinya sudah bagus ya, variatif begitu. Anak- anak juga terlihat lebih
antusias mungkin karena ada gambar- gambarnya.” The materials are good.
They are varied. The students seemed more enthusiastic. It might be caused by the attractive pictures.
R: “ Kalau proses pembelajarannya bagaimana Bu?”
What about the process then?
T: “ Secara keseluruhan sudah baik ya sudah berdasar RPP. Tetapi mungkin
kadang perlu improvisasi sedikit saat di lapangan.” Overall, you did well.
You taught as your lesson plan. However, you have to make some improvisation and modification in the real field sometimes.
Teacher-Interview 2, November 13
th
, 2013
