57 After the students wrote their answers on the whiteboard, R checked their
answers. Almost the students could complete the text well. However, some of them still made simple mistakes. They still confused in choosing the
appropriate words to complete the text. Then R explained more about it.
Field notes 4, January28
th
, 2014 Around the last ten minutes, she gave them the summary and the feedback
about the materials given on that day. She checked again the students’ understanding on the materials given.
b. Second Meeting
The second meeting was conducted on Thursday, January 30
th
, 2014. The researcher started the class by greeting the students and checking the
attendance. After they were ready to start the class, she started passing the materials to them. Firstly, she tried to discuss the previous materials
about the generic structures and the language features of the recount text. After that, she gave the previous recount text to the students as an input
text. Then she asked them to pay attention to the text. After the researcher finished explaining the generic structures and the language
features of the text, she asked the students to do the assignment about the simple past tense. There were fifteen wrong verbs that should be changed
into past forms. After they understood, the researcher asked them to do the first task. The box below contains a note describing the class situation
on that day. The students understood the instruction and began to work. As usual, R
walked around the class to observe them while they were doing the task. Some of them asked R whether their answers were right or not. The
situation in the classroom was not fully silent because they were enthusiastic to do the assignment. It was shown that the students discussed with their
58 friends and some of them gave more explanations to their friends who did
not really understand the material.
Field notes 5, January 30
th
, 2014 In reference to the field notes above, the students looked enthusiastic and
serious in doing the task. They asked whether their works were right or not. It reflected that they actually wanted to do the task perfectly. After
that, she moved to the next task or activity. She asked the students to rearrange the jumbled paragraphs about experience in the holiday. Then,
they identified the generic structure and language features of that text. After they got the point, they did the activity enthusiastically.
Some of the students were still confused of the task that they should do. After getting explanation from R, they understood and started to do the
task in pairs. The situation of class was busy because the students dicussed each other. When they did the task, R walked around to check the students’
work.
Field notes 5, January 30
th
, 2014 After that, the researcher tried to introduce the TAD chart to the students.
She drew the TAD chart that consists of three columns Transition-Action- Details on the whiteboard. Then, she explained to the students what they
could do with the columns. She explained that they could use the TAD columns to arrange their ideas before they wrote them into paragraphs. The
researcher also gave explanation and example of the steps in using the TAD columns. After she finished explaining the steps, she asked the students to
try to make their fist draft through the TAD columns done in groups. That was the last activity on that day before they had the test for cycle one.
She highlighted that they had to be aware of those materials. She also told
59 them to prepare and study for the post–test in the next meeting. When the
bell tinkled, the researcher thanked to their participation on that day and said “good bye” to them and left the classroom.
c. Third Meeting
