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2. The Report of Cycle II
The teaching and learning process in Cycle II was divided into two meetings. In this cycle, the researcher used three steps, they were re-planning,
acting and observating, and reflecting.
a. Re-Planning
Based on the interview, observation, and the result of the progress test, the researcher composed the material for Cycle II. First, the researcher made a lesson
plan. There were two meetings in this cycle. Every meeting, the students should do a task. The difference from the first cycle was in the feedback used. In this
cycle, the students were taught about indirect feedback. Second, the researcher prepared the copies of the texts used in modelling of the text. In these texts, the
students were provided with the example of indirect feedback. The researcher also prepared the answer sheets for each cycle. Each student got three answer sheets in
every meeting. There were also the answer sheets in conducting the post-test to be printed. As used in pre-test and progress test, the answer sheets had three different
colors, blue for Task 1, green for Task 2 and orange for Task 3. Lastly, an observation checklist was provided for the collaborator in each meeting.
For the first meeting, the things needed were the copies of texts used in modelling of the text. Second, the task and the answer sheets in which each
student got three answer sheets were copied. Third, the tasks and the answer sheets wre copied to be distributed to the students as homework.
71 For the second meeting, there was nothing to be prepared because the
third me eting’s material was the second meeting’s homework.
In the end of the second meeting, the interviews were done for both the teacher as a collaborator, and the students related to their comments during the
meetings in Cycle II. Furthermore, an observation checklist and camera were provided in each meeting.
b. Acting and Observing
The actions implemented in the Cycle II was the same with the ones implemented in Cycle I, the difference was in the model of the task given, but
they were still in the line of guided and semi-guided tasks. In each meeting, the students were asked to make a past event text. The
method used by the teacher in the teaching learning process was Genre Based which consisted of Building Knowledge of the Text BKOF, Modelling of the
Text MOT, Joint Construction of the Text JCOT, Independent Construction of the Text ICOT, and Linking Related Text.
1 Meeting I
In the first meeting, the BKOF was done by asking the students about what they did on Hari Raya Qurban. After that, the researcher showed the students
about their common mistakes in the progress test. The researcher chose to write them down on the whiteboard in order to make the students paid attention to what
the researcher explained. In this stage, some of the students showed their enthusiasm by asking some questions to the researcher.
72 In MOT stage,
a text entitled “Going Camping” was provided. In this text, the students were shown the sample of using indirect feedback. There were some
codes used in analysing the text. First, the researcher asked the students to read the whole text. After that, the researcher asked the students about the generic
structures of the text. Then the researcher asked the language features used in the text. Most of the students answered correctly. After that, the researcher wrote in
the whiteboard about the meaning of each code, and asked the students to write it on their own paper or book. Through this activity, the students were expected to
understand more about indirect feedback since they read and write the code. Furthermore, in this stage the researcher also provided a follow-up activity in
which asking the reason why this sentence or this word was wrong. In JCOT stage, the researcher asked the students to write a past event text.
Here, the researcher had provided some topics and also one free topic to be chosen by the students. Here, the students filled all the topics, and then chose one of the
topics they like. The researcher also provided them with three answer sheets. Moreover, in
the answer sheets, there were also some hints indicated the generic structures of the text.
After the students done with the task, the teacher asked the students to exchange their work with their friend. The students then did a peer correction
using indirect feedback as the example explained in the MOT. The purpose of this activity was to make the students discuss the problems they found, and solved it
73 together. It was also to make the students felt familiar with the term of indirect
feedback. In ICOT stage, the students were given their answer sheets back, and
revise their own work based on their friend’s feedback. They might disagree with their friend. After the students finished revising their work, they were asked to
submit it to the researcher. In Linking Related Text stage the researcher gave the students suggestion
to write a diary to sharpen their writing skills, especially in writing a past event text. Moreover, the researcher gave the students homework for the next meeting.
The task and three answer sheets were also provided. The last thing the researcher did was reflection. She asked the students
about what they had learnt in that meeting and how they felt about it. Some of the students answered that they still confused about the coding, and the researcher
then gave a suggestion that they should re-read the codes and memorise at home.
2 Meeting II
In the second meeting, the researcher did the BKOF by asking the students about the previous meeting. The researcher also discussed the common mistakes
the students’ made in their works which was being submitted in the previous meeting. The researcher also re-explained the function of each part in generic
structures of a past event text. In MOT stage, the researcher distributed the students’ works in the
previous meeting which had been corrected using indirect feedback. The
74 researcher asked the students to re-write their own work as corrected by the
researcher. The aim of this activity was to make the students aware of their own mistake and deepen their understanding about indirect feedback.
The next was JCOT stage. Here, the researcher asked the students about the homework given in the previous meeting. The researcher asked them to
exchange their work with their friends. The students then did a peer feedback. While the students were doing a peer feedback, the researcher went around the
class and did her feedback. By giving the feedback with the students who were done the correction, the researcher taught both the students in charge of doing
peer feedback and the students whose work was corrected in one time. In this stage, the students were very enthusiast. It was so crowded because the students
kept asking questions. All of them wanted to be helped in correcting. In ICOT stage, the students had to revise their work after being corrected
by both their friend and the researcher. After the students finished, the researcher asked them to submit their works.
In Linking Related Text stage the researcher gave the students suggestion that they could write a diary to sharpen their writing skills, especially in writing a
past event text. The last thing the researcher did was reflection. She asked the students
about what they had learnt in the second meeting, and how they felt about it.
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c. Reflecting
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