Planning The Implementation of Cycle 1

2. Saturday, March 28 th 2015 A recount text about a worker who found a snake in the construction site  TrueFalse task consists of five items. The complete description of the implementation in the first cycle is presented as follows. 1 Meeting 1 The first meeting was done on March 24 th . Previously, a pre-test were carried out on March 17 th 2015 and gave some briefing about the research including grouping the students into 5 groups. At the first meeting, the class was started by greeting between the teacher and the students, brief introduction, and students ’ attendance list checking. A student was absent because he should join in a competition. The students were asked to sit down in their group while preparing the power point presentation. The lesson was continued by the work and verification sheets distribution for each group and the explanation on how to work with the worksheet. A picture was presented in the slide show as well in the students’ worksheet. The students were given the opportunities to observe the first picture for 3 minutes. The students were asked some questions to stimulate their background knowledge as exemplified in the following field note. “What can you see from the picture, class?” Beberapa siswa menjawab bersamaan, “anak perempuan, Bu.” “Disuntik, Bu.” “Dokter yang sedang memeriksa pasien.” What can you see from the picture, class?” Some students answered together, “a girl, miss.” “being injected, miss. “a doctor who was examining a patient.” FNC1M1 After background knowledge stimulating activity, the students were guided to look for the questions that followed the picture. Before that, the students were asked to make two questions in group using the given question words based on the picture. An example on how to make questions using the given question words, was given as represented in the following field note. R memancing Ss dengan mengajukan pertanyaan lanjutan , “Apa kalian sudah tahu apa yang sebenarnya terjadi dengan gadis di gambar ini?” “Belum, Bu,” jawab beberapa Ss. “Apakah kalian ingin tahu?” “Iya, Bu.” Nah, kalau begitu kira-kira pertanyaan jadi bagaimana? Contohnya..ya, Apa yang…, bisa melanjutkan?” “Apa yang terjadi dengan gadis itu, Bu?” jawab seorang siswa agak ragu. R stimulated Ss by asking the further questions, “Have you know what truly happened with the girl in the picture? “Not, yet, miss,” said some Ss. “Do you want to know?” “Yes, miss.” “If that so, what should the question be? For example, What was …., can any of you finish it?” “What was wrong with the girl , miss?” said a student hesitated. FNC1M1 Each group wrote down the questions in the white board. Because most of the group had similar questions, there were 2 selected questions only to be answered. Then, they had to answer the provided questions and the selected questions as the predictions. They should write the predictions in the predictions column in the worksheet. The students were asked to look and observe the second picture Picture 2. There were four questions to be answered as the predictions. In fact, the same problem of making sense of the questions happened again so that the students were guided by using the clues found in the questions, as exemplified in the field note. “Nah, coba liat, activity artinya apa?” “Kegiatan Bu,” jawab beberapa Ss. “Kalau begitu, ada yang tahu maksud pertanyaan nomer dua, kira- kira apa?” “Kegiatan apa yang sedang dilakukan, iya ndak Bu?” “Now, look, what is the meaning of activity?” “Kegiatan, miss,” said some Ss. “If that so, any of you knows the