85 Then, she continued explaining simple past tense material. She took some
sentences in the text given as examples for the students. She asked to the students whether they had understood the material or not. All students said they had
understood the material. The researcher provided the students with another assignment. The students were asked to fill the crossword puzzle. At first, the
students were interested to do the assignment but they seemed reluctant to do the assignment after hearing that they had to work individually.
To raised students’ interest and motivation, the researcher would give five snacks to five quickest students in finishing the assignment. She would also give a
snack for the students who wanted to write the answer in the whiteboard. After all the students had finished their assignment, the researcher asked them to present
their answer in the whiteboard. All students seemed uninterested and did not pay attention. Then the researcher said “It is okay if you have wrong answer, you still
get one snack . And I will give another snack to whoever can correct your friends’
answer. We will discuss it together.” After that, some students came forward and wrote their answer in the whiteboard. Some of the students write down wrong
answers. The researcher and the students discussed the answer together and corrected the wrong answer together. Finally, the time was almost up. The
researcher re-explained the simple past tense material and gave the students chance to ask questions. All of the students had no questions. Then, she ended the
teaching and learning process.
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c. Third meeting of Cycle 2
The third meeting of Cycle 2 was done on Monday, 23
rd
February 2015. The teaching and learning process started at 10.10 a.m. The researcher started the
lesson by greeting and asking the students to pray together. Then, she checked students’ attendance list. Three students were absent at that time. The researcher
explained simple past tense material again. Then, the students were given chance to ask questions related to simple past tense. All students did not ask question.
Then, the researcher distributed handout to the students “Today we still learn simple past tense. By learning more about simple past tense we are supposed
to comprehend this material better.” The students seemed uninterested in doing the assignment.”I will give a snack to the ones who finish first and write his or her
answer in the white board. Do you understand?” “Yes, Miss.” The students were allowed to use dictionary but they were not allowed to work together with their
friends. The researcher walked around the classroom and guided the students in doing the assignment. Some students who did not bring dictionary had difficulty
in doing the assignment. The researcher asked them to borrow the dictionary from library. After all students finished their work, some of them presented their
answer voluntarily. The researcher and the students discussed and analyze the answer together. The researcher also re-explained simple past tense material and
gave other examples of simple past tense sentences. She gave chance to ask question to the students. None of the students asked question.
Then, she provided the students with another assignment. She asked the students to complete a story. The students were provided with a series of pictures
87 referring to the text. They were feeling reluctant to write and beefing about the
assignment. But the researcher said “You will work individually in this task but don’t worry, you are allowed to use the dictionary. You have to finish this today
because Mrs. Heni and I will correct your writing and give it back to you tomorrow. Do you understand?” “Yes, Miss.” The researcher walked around the
classroom and helped the students. The students did the assignment seriously. Finally the bell rang; the researcher collected the students’ assignments and closed
the teaching and learning process.
d. Fourth meeting of Cycle 2
The fourth meeting of Cycle 2 was conducted on Tuesday, 24
th
February 2015. The teaching and learning process started at 07.15 a.m. The English teacher
sat on the back of the classroom and the researcher opened the teaching and learning process by greeting, asking the students to pray together and checking
student’s attendance list. All 35 students attended the teaching and learning process.
Then, the researcher asked the students “Do you still remember what we will do today?” “Yes, writing, Miss.” The researcher distributed students’ works
from the previous writing. She had written some corrections in students’ writing.
She told the students the meaning of each researcher sign correction. Then, she re- explained simple past tense material and gave chance to ask question to the
students. None of the students had question. The students were allowed to use dictionary. The students started revising their writing, while the researcher walked
around the classroom and helped the students.
