Identification of the Field Problems

Table 4: The Selected Problems, the Main Causes, and the Results No Field Problems Main Causes The Results 1 The teacher dominated the class. The teacher was like a single actor and taught a lot of grammatical points. The students totally depended on the teacher. They were confused learning much grammar. 2 The students forgot some basic concepts of grammatical points. 3 The students read and translated the text word by word. The teacher asked the students to read and translate the text word by word. The students did not have enough reading activities. They never practiced using new vocabulary. The students were afraid to read English texts, especially the longer ones. They thought the reading activities were reading and knowing every single word of the texts. 4 The students did not have adequate vocabulary. 5 The students considered that reading English texts were difficult. 6 The students could not answer comprehension questions. The students did not really understand the questions and did not use any reading techniques and strategies. The students could not get the main points of the reading activities. They only read the texts without understanding it. 7 Neither the students nor the teacher used any reading techniques and strategies. 8 The teacher mostly asked students to translate the meaning of the unfamiliar words through dictionary. The students were lazy to guest the word and they only depended on the dictionary. The students dependeded on the dictionary. 9 There was no communication between the teacher and the students The students liked to chat with their friends than listen to the teacher explanation. These activities will apply every meeting. The teacher let the students to do their activities. The students did not pay attention to their teacher. 10. The activities were not varied. 11. The students were passive in the classroom activities.

B. The Process of Cycle 1

1. Planning

a. The Concept of Course Grid and Lesson Plans 1 Designing the Course Grid

The actions began by collaboratively discussing some plans for the first cycle. It started with selecting the basic competency and the standard competency for second semester of grade VIII. From the discussion, standard competency 11 and the basic competency 11.2 were chosen in Cycle I and II. The standard competency 11 is about understanding the meaning of short essays in the form of recount, and narrative to interact with environment. The basic competency 11.2 is about responding to the meaning and rhetorical steps in simple essays accurately, fluently, and appropriately related to environment in the form of recount and narrative. From the competency, materials, media, and activities were designed. The course grid was appropriated with the interaction-based activities. The course grid can be seen followed. The full course grid can be seen in the appendix 3. Topic Learning Materials Interactive Learning Activities Indicators Evaluation Teacher Students Once upon a time Narrative texts Example. The Legend of Nyi Roro Kidul and La Llorona, the Woman Crying BKOF - Teacher ask students social function of narrative text. - Teacher give examples of narrative text. - Teacher ask students another example of narrative. - Teacher discuss with their students about narrative text. BKOF - Students tell their knowledge about narrative text. - Students give another example of narrative text. - Students give their opinions about narrative text. - Identify the information in the text. - Say social function of narrative text. - Say the characteristics of narrative text. - Impromptu Reading Plus Comprehension Questions tasks - Short-Answer Tasks - Scanning tasks - Ordering tasks Appendix 3