prepared some kinds of task such as completing texts, writing paragraphs, developing unfinished texts and writing a text based on a mind map. The
students would start to make their own mind mapping in the second meeting. Besides, the researcher also focused on improving students’ ability
in terms of grammatical rules. Therefore, he also gave knowledge about the use of auxiliary including To be, HasHave, and also how to distinguish
nouns and adjectives. During conducting the teaching and learning process in the class, the
researcher prepared an observation checklist. It aimed to get the data and information from the teaching and learning process. It was given to the
English teacher and the collaborator as the observer in the class. The researcher also designed some questions for the English teacher, the
collaborator and the students. The questions dealt with their comments on the teaching and learning process and also their expectation in the next
meeting. The researcher also prepared handouts for the students.
b. Action and Observation
In implementing the actions, the researcher worked collaboratively with the English teacher and the collaborator. During the actions, he acted as
the teacher while the English teacher and the collaborator acted as the observer. Both of them observed the teaching and learning process while
completing the checklists and taking notes about anything happened in the classroom. Sometimes the collaborator took pictures for documentation. The
following were the descriptions of each meeting in Cycle I:
55
1. The First Meeting
In the first meeting which was held on Tuesday 18
th
March, the researcher opened the lesson with praying and checked students’ attendance.
He prepared a descriptive text entitled “My house”. Then he asked the students to read the text. Then he said “What is the text about?” and the
students answered “House”. He also asked the students about the social purpose, the generic structure and language features of descriptive texts.
However, many students did not know about that. Therefore, the researcher explained about it. It can be seen in the following field note below.
Firstly, the researcher asked the students about the descriptive texts including the social purpose, the generic structure and language feature. The
teacher walked around and waited for any student who could answer it. However, no one in the class could answer it correctly and most of them just
kept silent.
FN.04, March 18
th
2014
Then, the researcher introduced the steps of writing: planning, drafting, editing and final version because he intended to improve students’
ability in writing. He asked the students to follow those steps when they tried to write any kind of texts especially descriptive texts. If they followed
the steps, they would be easier in making a good text. After teaching about the steps of writing, the researcher asked the
students to pay attention to a new way of learning. It is using mind mapping. The researcher asked them whether they knew about it or not. The
56
