appropriate conjuctions, and compose an explanation text. The implementation of the actions is described as follows.
a. First Meeting
The meeting was held on Wednesday, November 20
th
, 2013. In this meeting, she came to the classroom as usual. She greeted the students cheerfully.
She then checked their attendance list. They looked sleepy at that time. After the researcher asked them what actually happened, they answered that they felt sleepy
because of the gloomy day. Then she did not start the class directly. She thought that they were not ready yet. So, the researcher decided to have a little talk with
them to build their interest in learning today. After that, the researcher led them to start focusing on the lesson.
After they were ready to get the lesson, the researcher started the class by passing them the worksheets. Those worksheets would be used in teaching and
learning process on that day. She began the class and started the activity by giving a picture about lifecycle of frog. She also gave some questions related to that
picture. From the questions, the students’ background knowledge was expected to be stimulated before they were explained further about the materials.
Next, the researcher asked the students to pay attention in the first text that was ‘The Life Cycle of Frog’. They were asked to read the text silently. After that,
the researcher and the students identified the generic structure of that text together. The students understood it that they could answer the questions. Then,
they tried to identify the languge feature of the text. When they discussed it, it
seemed that they had undertood about it. The researcher also reminded them about the spelling, punctuation, and capitalization.
After there were no more questions from the students, she continued the activity of that day. In the next activity, the students identified whether the ten
sentences were true or false. They had to change the wrong sentences into the correct ones. After that, they had to do the exercise about passive voice and
simple present tense. There were twenty questions that the students did. They worked in pairs, so they could share their knowledge each others. The situation is
explained below. After that, the students were asked to do the next tasks which were about passive
voice and simple present tense. They could do the task with their partner. The situation of the class was noisy because they discussed each others.
Field note 7, November 20
th
, 2013
After finished in discussing the task before, the researcher asked the students to do the task about the life cycle of mosquito. She asked them to fill in
the blank with the words provided. After they understood what they should do, they started to do the task. They were enthusiastic in doing the exercise. They
discussed with their tablemate. They opened the dictionary and sometimes asked the researcher. The following field note describes the situation. From the field
note, it is obvious that the researcher controlled the class activities. This conclusion can therefore be said to have process validity.
The students started to do the task as what R instructed. They opened the dictionary or other equipment to look for the meaning from the difficult
vocabularies. The situation in the classroom was busy because the students discussed with their tablemate. R got around the class to supervise the students.
Sometimes some of them asked R some questions.
Field note 7, November 20
th
, 2013
They did their works for about 20 minutes. The researcher then discussed the answers with the students. She reminded them about the correct forms of the
sentences, such as conjuction, capitalization, and sentence parallelism. It seemed that they listened to the researcher’s explanations carefully. Sometimes when the
researcher explained, she asked whether the students understood or not. She just intended to make sure that all students could grasp the materials well.
Before the researcher continued the activities, she asked the students whether it was already clear or not. If there was unclear explanation, she would
repeat to explain it. They stated that they actually understood the materials. Therefore, the researcher could move to the next activity. The next activity was
about making sentences based on the pictures given. There were five pictures in that task, so the students had to make five sentences. After getting the instructions
from the researcher, they began to make sentences based on the pictures given. In this task, the students had to do the exercise individually. They practiced to make
a correct sentence by themselves because that was the last task before the students had to do the final post – test. As usual, the researcher moved around to make sure
that the students did their work individually. Some of them also asked the researcher whether their sentences were right or wrong. The following box
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