179 students were asked to identify the grammatical errors of simple past tense in the
story. The students worked in the same group as the previous meeting. In this occasion, theresearcher did not use the picture series in the group since they
focused only on reviewing the use of simple past tense. The students looked more serious while working in the group rather than in the previous meeting.
After finished in the group task, the researcher and the students discussed the answers together. The researcher asked students‟ opinions about the answers.
In the individual activity, the researcher put a set of picture series attach on the whiteboard. The story was The Greedy Dog. The students did their writing. The
students were still enthusiastic with the picture series used in the learning process. But, because of the picture series was attached on the whiteboard, some
of the students came in front to see the details of the picture series. They wasted their time to look the picture series rather than did their work. The observer
suggestion was the researcher had to modify the way she delivered the picture series to the students.
After finished the task, the researcher asked the students to submit their writing and ended the learning process.
The observer, Fransiska Natalia Susi W.
180
3. Field Notes of Cycle 2
FIELD NOTES OF CYCLE TWO
The third field notes was made in the cycle two which was conducted on Tuesday, May 13
th
, 2014. The lesson was begun by greeting the students and checking the students‟ attendance list. They also greet the researcher
enthusiastically. After greeting, the researcher began the learning process. The researcher started the lesson by informing what they were going to
learn and what activities they were going to have. Then, the researcher asked the students to work in pairs. Each pair was given a set of jumbled picture series of a
narrative text Cinderella Story. The researcher asked the students to arrange the picture series and identify it. The students were asked to identify the characters of
the story, the setting of the story place and time, and also the plot of the story. The students looked very enthusiastic in arranging the picture series.
After that, the researcher distributed the jumbled paragraphs of the story. The students got the paragraphs and they had to arrange those paragraphs
according to the picture series given. This group activity worked well rather than in the first and second meeting. Those jumbled paragraphs actually had several
blanks. The students‟ task was filling the blanks in those paragraphs. The researcher had already given the vocabulary in the handouts. They only had to
choose the appropriate vocabulary. The observer looked that this activity was very good. The students focused on the tasks given by the researcher. Also, working in
pairs made the class more conducive.
181 In the individual writing, the researcher asked the students to work
individually. A set of picture series was given one by one. The story was The Rabbit and the Tortoise. It was really good. The students focused on their work.
They did notneed to see the details of the picture series on the whiteboard likewise the previous meeting.
In the post activity, the researcher ended the lesson and thanked to the participants of this research: the English teacher of the class, the students class
VIII F of SMP Negeri 10 Surakarta, and also the observer. The observer,
Fransiska Natalia Susi W.
182
APPENDIX G
Questionnaire Results
1. Questionnaire Result of the Preliminary Study
2. Questionnaire Result Cycle 1
3. Questionnaire Result Cycle 2
