Meeting 1 Action and Observation

friends. After they finished their discussions, she asked them to pay attention to her explanation. She explained the simple past tense including the regular and irregular verb. Then she explained the direct and indirect speech. Some students made a note on their handouts. After they understood, she instructed them to do the next activity. The box below contains a note describing the class situation. The researcher than asked students to identify the generic structure of a narrative text in Activity 7 and also the moral value. They did not spend much time to finish the activity. All of them were able to identify the generic structure easily. She than asked them about the moral value. Several students raised their hands and shared their opinions about the moral value. She also asked about the vocabulary. Yet, most of them were still got difficulty with vocabulary. From the field note below, it is obvious that she paid attention to their vocabulary mastery. It is described by the following field notes. In groups Ss read and comprehended the explanation of the simple past tense and the direct and indirect speech. P then explained the simple past tense. She also explained the regular and irregular verb. After they understood the simple past tense, she then explained the direct and indirect speech. During the explanation, they added some notes. She asked whether they understood or not. She also asked whether they had questions or not. They said that they had understood and did not have any questions. Then she continued to the next activity. Field Notes 8, April 22 nd 2015 In groups Ss identified the generic structure of a narrative text in Activity 7. They did not spend much time to identify the text. They could identify the generic structure of the text easily. Then P asked about the moral value of the text. Some Ss raised their hands as a signal that they wanted to answer. She then pointed one S. He said “nggak boleh rakus kalau makan.” She then asked to other students if they agreed or not with their friend’s answer and the other students agreed. Besides the moral value, she also asked about difficult words in the text. They said that they found difficult words in the text. After that, P asked the Indonesian meaning of some words, e.g. edge, pick, hungry, refused. Some Ss could answer but many Ss did not know. She advised them to always bring dictionary, so they could search the meaning of the difficult words. Field Notes 8, April 22 nd 2015 Then she moved to the next activity. She focused on the use of the simple past tense and the direct and indirect speech. They were asked to do Activities 8 and 9. And they discussed with their groups. The field notes below show the situation on that day. From the field notes above, it is obvious that the researcher controlled and guided class situations and students’ works. After they finished their works, they discussed their answers. Then she continued to the next activity. She gave students 10 minutes to rearrange jumbled paragraphs with their groups. During the group discussions, she approached group by group to monitor their works and guide them to solve their problems. Several students still asked about vocabulary. After all groups finished their discussions and had already the answer. The researcher and students discussed the answer orally. They also discussed the difficult words. She moved to the next activity, this was the last activity on that day before they had the posttest for Cycle 1. They were back to their own seats because it was individually task. It was about writing a narrative text. They should rewrite the story from jumbled paragraphs using their own words. Before they started to write, they had an oral discussion about what they were going to write. She also P continued the lesson to Activities 8 and 9 to verify students’ comprehension of the simple past tense and the direct and indirect speech. In groups, Ss discussed with their friends to finish Activities 8 and 9. She provided 7 minutes for them to finish those activities. After the time was over, there were two groups that did not finish their works yet. She then gave additional time. She monitored them by approaching each group and verifying their works. When she approached them, some Ss asked her about difficult words. Field Notes 8, April 22 nd 2015 guided them with several guided questions to help them to understand what they should write. The field notes below show the situation on that day. Unfortunately, the bell rang. It showed that the English class was finished. And there were ten students who were still writing. However, she asked them to submit their works. A student helped her to collect their works.

3. Reflection

After analyzing the observation result in Cycle 1, the researcher and the teacher had a discussion about the influence of the action to students’ writing skills. It evaluated the teaching and learning process. The reflection would be used as a plan of actions that would be implemented in Cycle 2. There were some positive and negative results from the observation. Overall, the teaching and learning of writing ran well. However, some students were passive in the discussions. Some students talked to other groups to ask some information. And during the teaching and learning process, the researcher walked around to monitor their activities. She also had to stop to each group to answer their questions. It is described in the following interview transcript. It belongs to the process validity. After discussing the jumbled paragraphs, P asked Ss to sit on their own seats. They had to rewrite the narrative text in Activity 10 using their own words. She then gave some guidance to them. She told them what they should write based on the generic structure. She also gave guided questions to them to help them to understand what they should write using their own words. Field Notes 8, April 22 nd 2015 R: “Yes ma’am, there are active groups and also passive groups. There are two groups that are still passive. Some students also ask to other groups.” T: “That is Ok. Maybe they were not close to the groups’ members. It is only a matter of a process. They need to adapt to their groups ’ member. The students have different levels of proficiency. So by working in groups they can help each other. R: “Yes ma’am. I walked around to monitor their activities and to make sure that they understood. I also had to stop to each group to answer their questions and re-explain to them. ” Interview transcript 1, April 9 th 2015