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a. Planning
The researcher had reflected what went well and what did not go well in the first cycle. The researcher began to plan the second cycle action. In this step,
the researcher prepared the lesson plan Appendix D and the materials. The lesson plan and the materials were prepared based on the reflection done in the
first cycle. The same as in cycle one, the researcher made the lesson plan based on the model of curriculum 2006
KTSP.
The time allocation was 80 minutes and the focus was writing skills. The researcher also employed the same competence
standard and the basic competence of English which were made by the Department of Education. Besides, the indicators included cognitive, affective and
psychomotor, which were the same as lesson plan in cycle one. Moreover, the learning goal in the lesson plan of cycle two was the same as in cycle one; the
students could make good narrative text as the final achievement of the indicators. The methods which were used in the lesson plan cycle two still similar. They were
group work, questions and answers section, genre-based approach method to teach the students in composing narrative texts, and giving assignments to the.
The researcher still employed the books: English in Focus for Grade VIII Wardiman et al., 2008 and SCAFFOLDING: English for Junior High School
Students Grade VIII Priyana et al., 2008. The teaching materials were adapted from these books. In the lesson plan, there were three activities employed: pre-
activities, main activities, and post activities.
89 a
Building the Context In the pre- activities, the researcher began to review the materials from the
previous meeting. The researcher reviewed the use of simple past tense like be form and verb 2 by asking the students orally. In this activity, the researcher also
explained what they were going to do in the class. b
Modeling and Deconstructing the Text In the main activities, the researcher planned to ask the students to work in
pair. The researcher would give a set of jumbled picture series to the students. The students had to arrange the jumbled picture series into the correct sequences. A set
of jumbled picture series entitled Cinderella Story. Then, the researcher asked the students to work in pairs to identify the picture series. The students were asked to
identify characters and setting of the story which were described in the picture series. After that, the researcher would distribute the jumbled paragraphs of the
story of the picture series. The researcher asked the students to work in pair and arrange the correct sequences of the paragraphs. It aimed in order to make the
students understand the chronological events of the story. Also, the researcher wanted to develop the ideas of the story by asking the students to identify what
were presented in the picture series people, things, and places c
Joint Construction Text Using the same text as in the stage modeling and deconstructing text, the
students worked to the next activity. Since there were several blanks in the paragraphs, after finishing the paragraph arrangements, the students were asked
to fill up the blanks using the appropriate words.
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