91 answering comprehension questions. The activity was only implemented in
the first and second meetings in Cycle I. The students were interested and attracted to the activity since the activity was enjoyable. However, the activity
was not successful implemented as it needed much time for doing the activity, and the time available was limited. As a result, the researcher and the students
could not finish the activity. Therefore, the activity were not implemented in Cycle II.
b. Action and Observation in Cycle II
The actions of Cycle II were implemented twice, on Thursday, October 17, on Tuesday, October 22. The genre of the text was only Recount
text. The media used was pictures. The pictures used in Cycle II could be seen as follows.
Figure III: The pictures which were used as teaching media in Cycle II
The same as in Cycle I, the pictures above were presented in front of the class by using LCD projector so that all of the students could see the
92 pictures clearly. The topics in Cycle II were camping and feeling unwell. The
students were presented recount texts followed by comprehension questions. The same as in Cycle I, the researcher took the actions as the teacher in the
classroom while the English teacher and the researcher‘s colleague took notes
and observed the teaching and learning process. The implementations of the actions were illustrated as follows.
1 Meeting I
In the first meeting in Cycle II, the first action was building students‘ interest and attention. The activities in this step were still the same as the
activities in Cycle I. Firstly, the topic was introduced. The topic of the day was camping.
The researcher chose the topic because it was rarely been used. Besides, the English teacher said that the researcher should have varied topics. For the
English teacher‘s statement, it could be concluded that she wanted the researcher to have a new topic instead of having a topic about holiday.
Camping could be said as a new one for students since teachers rarely chose the topic for recount text. It was closely related to the students‘ real life since
they had experienced the thing when they were in grade seven. Therefore, it could be said that the students were familiar with the term camping. The
students were interested in the topic. They were attracted to the lesson when the researcher told them the topic. The students could not help answering the
researcher‘s questions at the very beginning of the lesson.
