5 Spelling Generally correct use of punctuation and spelling, although with
occasional errors. Later on, the writer conducted his first action plan in order to solve the
problem.
3.2.2 Action Plan I
The purpose of this activity was to gain students’ background understanding or knowledge of a narrative text. The process of teaching and learning
activity was giving questions and students answered it.
3.2.2.1 Stage 1 [ Building Knowledge of the Field]
The writer firstly asked students some questions. To gain students understanding and prior knowledge or schemata about what is a narrative
text, the writer asked students some stories that they have ever heard, watched or read. Some of them enthusiastically raised their hands. One of
them said Malin Kundang. Another one answered Cinderella. Some boys mentioned Detective Conan. Meanwhile, some girls mentioned Snow White
and Seven Dwarfs. Because of so many students answered that questions, the writer chose only one of the students’ answer being discussed in that
session. The writer wrote down “Snow White and Seven Dwarfs” as the topic in the board. Furthermore, the writer guided the students to know parts
of a narrative text by asking first questions about what are the characters in snow white and seven dwarfs. Students mentioned some of the main
characters in that story and their characteristics whether bad or good. The
writer also asked students to mention the setting such as place or anywhere related to the story. After having gained students understanding about
characters, characteristics and settings, the writer went on to the conflicts and also tried to solve the conflicts together with the students. The writer
also wrote the moral value in the story that they had been discussed. All the materials that had been discussed for this session was written in the form of
story map, later on revised into a good written story.
3.2.2.2 Stage 2 [Modeling of the Text]
In this session, the writer did not forget to refresh students’ understanding the previous lesson given by asking some questions.
Furthermore, the writer distributed an example of the written story. The story was entitled “A boastful Monkey”. The students and the writer read
the text together. The writer read first and then followed by the students. He also asked students about difficult words found in the written text. The text
was designed as clear and readable as possible to make them easy to understand it. The text was designed into form of table. There were two
parts. The left side contains of generic structure of the text such as orientation, reorientation and also the resolution of the story. After have
read the text together, finally the writer explained the generic structure and the purpose of a narrative text. Furthermore, the tense used explained
clearly. To check whether the students understand the lesson given, the writer gave a jumble text to the students. The text was nearly same in the
form as the first model. However, students had to rearrange the jumble text
in pairs. Each pair had to discuss with his or her partner. They had to re- arrange into a good written form and wrote down the generic structure as
modeled before.
3.2.3 Action Plan II
