Third Meeting Discussing and giving feedback on the students’ writing b

After the students practiced the task, another comic stripdistributed to attract the students to make a simple paragraph based on comic strip. Students identify the comic strips and mention the topic, events and the object of the comic strip. After students observed the comic strips, they asked to make an outline based on the comic strip. Most students were motivated to find the meaning of the difficult words on the comic strips, but they faced difficulties in produce the paragraph. After finished make an outline, students were asked to develop their outline into a narrative text.The researcher helped the students and walked around the class and gave more explanation. In the end of the class, the students and the teacher discussed it together.As the bell was ringing, the researcher closed the lesson. b. Second Meeting . The researcher started the teaching and learning process by greeting the students, asking them to pray and checking the students’ attendance list. After brainstorm the students about the narrative text, the researcher distributed the narrative text and ask the students to answer the questions. After finished answer the question and discuss it, the researcher distributed a jumbled comic strips to the students. In this task, students divided into six groups, theyneed to re-arrange the jumbled comic strips into a good order. The purpose of this activity was to help the students sequence their ideas. After they were finished the task, they need to develop the story based on the comic strip given. The students and the researcher’s guidance explored the vocabularies, the sequence words of the story that might be used in developing the comic strips. She asked the questions, such as”Who was in the comic strips?” and “Where was the complication started?” They could answer the questions correctly, and started to write the outline. After the students finished the outline, game was held to discuss it. The first group was pointed by the researcher, and they had to tell the story that they have made. Then they could point other group to continue the story based on the comic strips and the paragraph that they have made. If the group made mistake in arrange the comic strips, or there was no relation with the previous paragraph, the group before would give additional question about narrative text as the consequence. This following field note shows students’ condition toward the teaching and learning processAlthough the class became noisy, the students did the game in ordering the jumbled comic strips enthusiastically.By ordering the comic strips, they were helped to organize their ideas. In this activity, they enjoyed the learning process. After the game was over, she discussed the generic structure, the simple past verbs, the words showing past activities, the words showing sequences, the social purpose and the difficult vocabularies that they found in the text. Most of the students participated in the discussion and they were motivated to identify those elements. FN.11 23-03-20113 After the students practiced the tasks, the researcher distributed another comic strip to the students. The students with the researcher’sguidance explored the vocabularies that might be used in describing the comic strips. Then, she delivered some questions to help them in outlining stage before drafting, such as “who was in the pictures?”, “which one of the comic strips is orientation?” or “who involved the story?”. The students answer some questions from the researcher to help them wrote their narrative text. Then, the students classify the comic strips according to the generic structures of narrative text, orientation, complication and resolution. In this case, comic strips not only help the students to classify the comic strips based on the generic structure, but also help the students to organize their ideas to write a narrative text. There were some students