Observation Sheet from Observer B in Cycle 2
176 researcher responded some answersfrom the students. As the conclusion, the
researcher read the handout together with the students. From the handout, there were explanations about the definition of narrative text, the communicative
purpose, types of narrative text, generic structure organization, language features, and example of narrative text. While teaching about language features,
the researcher reviewed about past tense briefly since the students had gotten it in the previous meeting with their English teacher. There was an example of
narrative text in the handout entitled “The Ugly Duckling”. Here, the researcher invited the students to analyze the generic structure and also found the past tense
particularly the use of Verb 2 in the text. In the middle explanation, some of students talked about something else
that was not related to the materials. The researcher tried to get students‟ attention by counting loudly one until five, doing eye contact with the whole
class. She also said, “Can I have your attention please” when she needed the students‟ attention. The researcher explained the material using English and
Bahasa Indonesia. After finishing the explanations, the teacher asked the students to work in
group. Each group consists of 4 until 5 students. The researcher invited the students to play a game, namely Story Chain. In the game, the students had to
make a sentence alternately. The sentence had to be connected to the previous sentences. The students look very enthusiastic. They were engaged in the game.
They experienced to write narrative text for the first time. After gaming, the researcher asked them to compose a narrative text of “Three Little Pig” based on
177 the picture series which presented on the whiteboard. The students looked very
enthusiastic to the picture series. By using picture series, the lesson was more interesting. They tried to find the new vocabularies which they saw in the picture
series. They also became more active in the group. However, the problems here were since the pictureseries was attached on the whiteboard, some students came
forward to see the picture series. They were busy huddling together in front of the class and it wasted the time to do their work. Also, there were some groups
who still had difficulty in composing the text. Few students in the groups did their writings then the rest just saw the picture series in front of the class then
informed to these students. Also, there were students who talked about another topic which did not related to the lesson and the students who they considered as
the smart students did the drafts alone. But the researcher tried to always control them. The researcher visited the group and tried to guide those groups.
After finishing the activities, the researcher asked the students to submit their group draft. The researcher gave them feedback and the students had to
revise it and that submit to the teacher. As the closing activity, the researcher reviewed the material that they had
learnt. She also asked the students to bring their dictionaries for the next meeting. Then, the researcher ended the lesson.
The observer Fransiska Natalia Susi W.
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