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comparison of their feeling before and after being taught using PS in writing a procedure text. Most of them said that PS was very helpful to construct a
procedure text since they only had to organize the words based on PS to become a procedure text. The researcher said good bye, and reminded them to study harder
and to do more exercises.
b. Second Meeting
In this phase, the researcher did the teaching-learning process as follows: Modeling of Text, Join Construction of Text, and Independent Construction of
Text. The researcher expected that the students had more practice to compose or write a procedure text. They were also expected to be able to list the words which
they had learned. 1 Modeling of Text
On February 22nd, 2011 at 08:20 am, the bell rang at the third period. The researcher and collaborator entered the classroom. The collaborator directly took a
seat in the back row while the researcher led the class. He started the lesson by asking the students’ condition.
Teacher : “How are you doing, today?” he asked
Students : “I’m fine, thanks” they replied
“What about you, sir?” they asked Teacher
: “I’m very well, thank you” he answered After that, the researcher asked them who were absent. There were 2 students
absent. There were 30 students present. Then, he asked them what they had learned at the previous lesson.
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Surprisingly, there was a student who wanted to answer the teacher’ question and he answered the teacher correctly. In short, it could be said that the
students had understood what a procedure text was. Then, the researcher told them what they were going to do. The researcher gave them a procedure text entitled
“The basic operation of a digital camera”, then, he asked them to analyze it. After that, they had to list and classify the words based on its generic structure and
language features.
2 Joint Construction of Text In this phase, the first thing the students did was making a group which
consists of four students to do a group project that was making a procedure text of how to make a bowl of fried-noodle based on PS given in group which consisted
of goals, materials, equipmentstools, and steps or procedures. The researcher started to form groups of four and five students by asking them to mention
sequences of pictures from number one until number seven according to their own turn. Then, he let them to find the group members based on their own number.
The students who got the same number formed groups of four and five students. So, there were seven groups consisting of four groups that had five members, and
three groups that had four members. Afterwards, he told them how to do the group project. First of all, they had
to pay attention to PS in which they had to put all the words used to make a bowl of fried-noodle. Then, they had to arrange the words based on PS to become a
procedure text. Finally, they had to present the result of their group discussion in front of the class, represented by one of the group members. They were given
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twenty minutes to finish their work. They did the group project enthusiastically and seriously. They helped one another to finish it. Time was up and it was time
for the students to present the result of their discussion in front of the class. Then, the researcher called one of the representatives of the group to present the result of
the discussion. They were given 5 minutes to present it. Basically, they had done what the researcher instructed to do well. However, there was still mistake they
made. They forgot to elaborate the materials in making a bowl of fried-noodle.
c. Third meeting
