81
The Cycle II would also be conducted in three meetings. The first meeting would focus more on the developing students’ background of knowledge
of descriptive text. Since the topic was different, there would be different explanation to the students too. The researcher would allow the students to
make the first draft in the second meeting. And the third meeting was used to do peer-feedback activities.
2. Action And Observation
1 First meeting
The first meeting was conducted on May 20
th
2013. The first meeting was focused to let the students identify the texts. Besides that,
the students would also learn about using adjective words in simple present tense to describe character and physical appearance of a
person.
a. Text Identification
The researcher gave several texts describing famous people. Then, the researcher together with the students identified the texts. In
identifying the texts, the researcher led the students to understand the features and generic structures of the texts. Besides that, the researcher
also asked the students to compare the texts in Cycle II with the texts they had got on Cycle II. It was aimed to make the students understand
that descriptive texts about people are a little bit different from descriptive texts about things or places.
82
After that, the researcher gave explanation of the adjective words. The description of this part can be seen in the excerpt below.
Then, the researcher gave a piece of paper to each student. The piece of paper contained several adjective words to describe someone
physical appearance and character. The students were asked to find the adjective words that were on the text. And then, they had to find the
meaning of the words. After that, the researcher taught them about simple present tense using adjective words. And then, the students had
to make several sentences using the adjective words. Then, the researcher walked around the class to supervise and give guidance to
the students. After that, the researcher asked some students to write their work on the white board so that the other students could see.
FN 620-05-13p.124-126 From the excerpt above, it can be seen that after giving
explanation about adjective words, the researcher gave an exercise to strengthen the students’ understanding of the adjective words.
After explaining about adjective words, the researcher gave another exercise to the students. In this section, the students were
asked to identify and make a list from the text given by the researcher. The description of the activities can be seen in the excerpt below.
After that, the researcher gave the next activity. The researcher gave a descriptive text about Emma Watson, and the students were
asked to identify the text and to list the adjective words describing the person
from the text. „Okay, for the next activity,
coba kalian identifikasi mana yang introductory paragraph, dan mana yang main
partnya atau descriptionnya
Try to identify the introductory paragraph and the description part asked the researcher. The activity
was easy to them. And then after that, the researcher also made the list on the white board and then he asked several students to continue the
list on the white board.
FN 620-05-13p.124-126
83
The students were enthusiastic in doing the activity above. Most of them did not find any serious difficulty in identifying and
making list from the text. Many of them were active that some of them were enthusiastically competing in continuing the list on the white
board. The activity allowed the students to identify and find out the adjective words describing the person in the text. Besides that, the
activity was also aimed to expose the students with the other descriptive text.
b. Completing Blank Paragraphs
After that, the researcher gave the next exercise to the students. The researcher gave a piece of paper containing an exercise to each
students. In this section, the students were asked to complete the blank paragraph which was about a famous singer. Similar to other exercise,
this exercise was aimed to expose the students to another descriptive text and to give the students simple writing exercise.
In doing the exercise, the students, mostly, did not find any serious problem. However, the students still needed to be guided.
Hence, the researcher guided the students in doing the exercise. The following field notes describe the situation.
The researcher walked around the class from one table to another to supervise and to give guidance to the students. They
enjoyed the activity and were enthusiastic. However, there were still several students who found difficulties in doing the activity. And the
