Learning Media Assessment CONCLUSIONS AND RECOMMENDATIONS

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E. Learning Media

Board marker, white board, and hand out.

F. Assessment

Form: Students’ writing Score: Note: X : the percentage mistakes in students’ composition N : the number of wrong sentences that the students made N : the sum of sentences that the students made The Criteria of error: Error Score Criteria 1 The students constructed incomplete simple sentence which has no subject or verb, or both. It is included in sentence fragment Mallery, 1944, p. 112. ½ The students constructed good sentence, but there was inappropriate tense simple past tense and misspelling that was difficult to understand. The students constructed a simple sentence correctly. There were no error score for other mistakes in dictions, spellings, passive voices, and articles. If there were misspellings, but they were still understandable, it would be acceptable Students’ Activities Time Allocation Notes Post Learning Activities a. The teacher and the students conclude what they have learnt. b. The teacher greets the students. politeness 5’ X= N x 100 N 93 + 94 Newsworthy Event - The event in summary form: Background Events -The events: -The people involved: -The place where the event happened: Source Information from: - Witnesses: - Expert’s opinion: - The authority: 95 APPENDIX 4 Field Notes of Preliminary Study 96 FIELD NOTES Preliminary Study The first meeting was held on April 23, 2012. The research was conducted in class XB in SMA Mikael Sleman. Actually, there were 16 students in the class but today there were four students did not come to the class. There were 2 students who got their own problem outside the school and other students were sick. The time allocation was 80 minutes. In the beginning of the class, the students were busy with their own activities. The researcher greeted the students and checked the attendance list. The students also greeted the researcher happily. The material today was news item text with reading-writing integrated. After having some chit-chat with the students, the researcher gave a jumbled paragraph to every student then asked them to arrange it. The jumbled paragraph was about news item. After that, the researcher distributed the TrueFalse tasks and asked the students to do the tasks individually. That TrueFalse tasks related to the jumbled paragraph which had been arranged by the students. The students seemed enjoy the exercise, they did the task happily. Some of the students discussed the tasks together with their friends. However, it did not matter because it was an exercise. It means the interaction was student-student. Sometimes, the students asked some difficult vocabularies to the researcher and the researcher answered it. The interaction occurred was teacher-student. The researcher also provided some dictionaries to 97 help the students to answer the question. Some of them used the dictionaries well and the rest of them answered the question by themselves. The next activity was writing. The researcher asked the students to write a news item text. The researcher distributed a piece of paper for every student. After that, the researcher gave some interesting topics to help the students writing the news item texts. The students seemed happy because they could choose their favorite topic. The students began to write a news item text in their paper. However, in this activity the students seemed bored. They began to talk to their friends and they went outside the class. Some of the students just sat at their seat, they looked confused and did not do anything. The situation of the class became noisy. They talked each other and they were not enthusiastic to write a news item text. The researcher motivated the students to write. She asked the students to write and concentrate again. It could be seen from the students’ behavior that they needed something fun to grab their attention. They were lack of motivation. They needed something fun to help them while learning the English lesson. Finally the students could finish their writing. The researcher asked the students to submit their writing product in the end of the class. 98 FIELD NOTES Preliminary Study The preliminary study was conducted on April 23, 2012. The lesson lasted for 80 minutes. There were 16 students in the class. It means that there were 4 students who were absent. Two students missed the class because they were sick, while the other two students did not attend the class because they had to meet the headmaster. In this meeting, the researcher integrated reading and writing. The topic chosen was news item. When the researcher entered the class, the students were not ready to join the lesson. Some of them still wandered around the class. The other students still busily talked with their friends. When the researcher asked them to start the lesson, they looked tired and bored. They were still reluctant to study. The situation changed when the researcher asked the students to arrange jumbled paragraphs. The students were enthusiastic to join the activity. This motivated the students to do the next task. After arranging the jumbled paragraphs, the students answered True-False questions as the reading activity. They participated in the activity. None of the students was reluctant to follow the activity. After reading activity, the researcher asked the students to write their own news items. In order to help the students, the researcher provided some topics that 99 could be chosen by the students. Some students were interested in writing news item because they were allowed to choose the topic. Even though the students followed the activities enthusiastically, the atmosphere of the class was not always supportive. After they went through several activities, they became bored. They lost their motivation to learn English. Those who felt tired decided to sleep or only lean their backs to the chair. The other students was confused. They did not know what to do. Thus, they only kept silent. From this situation, it could be seen that the students needed new learning activities which could motivate them to learn. Observer B, Agnes Siwi Purwaning Tyas English Education 081214033 100 APPENDIX 5 Observation Sheets of Preliminary Study 101 102 103 104 105 APPENDIX 6 Lesson Plan and Teaching Materials of Cycle 1 106 LESSON PLAN Cycle 1 School : SMA Santo Mikael Sleman Subject : English ClassSemester : XB 2 Skills Focus : Writing Time Allocation : 2 X 40 minutes

A. Competence Standard: