In the second meeting, the researcher focused on students activities on their group writing. She gave time to the students to work in groups. Then, they
gave peer- feedback on other groups’ writing. In addition, the researcher also gave
the feedback on the students’ writing in order to let them evaluate their writing.
At the end of the meeting the students were asked to do their final draft. The detail of actions in each meeting is discussed as follows;
a. First meeting
The first meeting was held on Thursday, April 9
th
, 2015. The researcher here acted as the classroom teacher and the English teacher as the observer. There
was also a student of English Education as the collaborator. At the end of each meeting the observer and the collaborator gave feedback to her about her
performance. The collaborators sat in the back row to observe the teaching and learning process.
The researcher opened the class by greeting the students and then checking their attendance. To start the lesson she warmed up by asking some questions
related to narrative texts. For examples, “Have you heardread stories such as
Bawang Merah Bawang Putih, Kancil Mencuri Timun
, or
Danau Toba
?”. All students answered yes. Then, she said that they would learn about narrative texts.
She also said that at the end of the lesson, students would write a narrative text. The researcher then asked the next question, can anyone tell me in briefly what
the story told you about? Most students kept silent. One of the students raised her hand and told that a story that she ever read. She told the story in the form of
present tense. Then, the researcher gave a chance to another student who wanted
to share a narrative story. Again, another student told the story using present tense.
After that, the researcher distributed the model text to the students. They began with Task 1, reading a story entitled “The Wolf and the Goat” and
answered questions in Task 2. After reading the story, the students were asked to list things that they wanted to know further. The students had 10 minutes to write
things that they wanted to know further. They were monitored by the teacher. After ten minutes, she asked the students about the text given. She asked
the students whether they wanted to share their list of things that they wanted to know further or not. At first, students tended to be passive in the class, yet when
the researcher said that she would give a sticker to those who wanted to share a list of things that they wanted to know further, they raised their hands
enthusiastically. She also said that it did not matter if they made mistakes because they were still learning. After that, the students reread the text. They tried to
collect information in the text. Then, students collected information about narrative text from the researcher and the material given in the handout as well.
The researcher then explained the purpose, generic structure, and language features of a narrative text.
Students got the information that the generic structure of a narrative text consists of orientation, complication, and resolution. In the orientation, they found
the participants in the story. In the complication, they found conflict. In the resolution, they found a solution for the complication. In narrative texts, a
