be implemented during the writing process. The strategies that would be implemented in the first cycle were buzz group, write-around, and praise-
question-polish. Buzz groups would be implemented during the brainstorming of ideas. The researcher would carry out write-around in the
joint construction of the text followed by praise-question-polish in the individual construction of the text during the process of writing.
b. Action and Observations in Cycle I
1 First Meeting
The first meeting was done on Saturday, March 29
th
2014. This meeting let the students explore the generic structure and the language
features of the narrative text. The research and the collaborator came into the class right after the bell rang at 07.02AM. The researcher led the
prayer and checked students’ attendance list. The class has 19 students in total, 10 female students and 9 male students. There were two male
students coming late, Sigit and Dismas. The collaborator sat on the very back chair behind the students and observed the teaching and learning
process. The researcher told the students what they were going to learn and
stimulate them with some questions “Do you remember what you learnt from your teacher last week about narrative text?” “Can you give me the
example of narrative text?” “What stories you read on the previous meeting?” The students were silent and reluctant to answer the questions.
The researcher then called out one of the student to answer and she answered, “cerita tentang greedy dogs Miss” the researcher replied, “So,
greedy dogs can be categorized as what? Fable? Legend? Fairytale?” the student answered, “Fable Miss” “Ok, very good.” After that the researcher
showed four pictures of Tangkuban perahu, Malin Kundang, Cinderella, Si Kancil. She asked the students to identify the type of the narrative story
shown on the pictures in groups. The groups were created randomly in which the students picked a lottery to make them divided in five groups.
Group one consisted of two female students and two male students. Group two had three female students and one male student. Group three consists
of three male students and one female student. Group four members were three female students and one male student while group five consisted of
two female students and one male student. After they gathered and sat along with their group members, the
researcher provided them with the worksheets to identify the pictures to its narrative type fable, legend, fairytale, folklore. They did the task really
good and had no many problems. Moving on to the next task, the research gave the worksheet to each group member to check their comprehension
after reading the story of “Three Little Pigs”. They should fill in the black with the suitable answers. Each question was referred to the generic
structure of the narrative texts. Each group discussed the text and answered the question together. The researcher monitored each of the group
discussion. There were male students who were not focused on the group
discussion secretly operating their gadgets to play games. They were warned not to operate their mobile but focus on the group work. Group one
looked focused on the discussion. One of the male students often asked for clarification to the researcher to confirm his answer with the groups’
member. The female members were active on sharing their answers with other members. Group five consisted of one male student who came late to
the class. He was caught sleeping by the researcher during the group discussion. Meanwhile the other two female members did the task. After
they had done the second task, the researcher asked them to share their answers with the whole class and discuss it together. All of the groups had
no big problems as they answered it right. The researcher then explained the generic structure of narrative text while referring to the “Three Little
Pigs”. For the task 3, the students had to find the verbs they found on the text along with the signal words. This task was aimed at the language
features of narrative texts. Some groups listed about 13 verbs, other groups managed to get 11 and 12 verbs. Group four was mistaken an
adjective word “scared” as a verb. The other groups had no problems with it. After they had done and everything was clear, they moved on to task 4
in which they have to change the verbs in the brackets into the past tense form. Since they still lack of vocabulary, the students may look at the
dictionary to check the correct form. The researcher explained the past tense form after they have finished the task.
Moving on the next task, the researcher was about to give the task of jumbled paragraph, the class was over as the bell rang. So, she decided
to let them work in groups at home to have it done. Unfortunately, the researcher could not manage to apply three-minute-review because of the
limitation of the time. She ended the class and walked out.
2 Second Meeting
The second meeting was on Saturday, April 5
th
2014. The class started at 07.05 AM as usual. The researcher greeted the students and led
the prayers. She also checked the students’ attendance list. There was one student that had been dropped out from the school so the class had 18
students in total. The researcher asked the students about the homework she gave last week. Unfortunately, there were two groups had not finished
the task. She gave the groups 5 – 10 minutes to have it done since it is going to be discussed. The researcher refreshed their mind and checked
whether they still remembered what they had learnt on the previous meeting. “what tenses used in the narrative text?” Some female students
answered “past tense” She replied “Louder please Speak up” “present..eh..past tense Miss” then the researcher showed the formula that
had been explained on the previous meeting. After that, they discussed the jumbled paragraphs of snow white. All of the groups made it right. There
was group 2 who had mistaken the order. Overall, they had got the idea of the narrative text.
