Re-arranging paragraphs Action and observation

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c. Completing the blank paragraphs

After doing the rearranging activity, the researcher led the students to do the next activity. The next activity was completing blank paragraph. In this activity, the students were asked to complete the blank paragraph with the suitable words given in the box. The description of the completing paragraph activity can be seen in the field note excerpt below. After that, the researcher gave the next exercise. In this section, the students were asked to complete the blank paragraph with the suitable words provided in the box. Similar to the first exercise, the researcher guided and supervised the students in doing the exercise. Since this exercise was a bit harder, the researcher gave more time to the students to do the exercise. Hence, the researcher could give more guidance and assistance. Mister, yang number two ga bisa I can’t do the number two said the student. just try, coba dilihat konteksnya dalam kalimat yang belakang look at the context of the sentences. Ada kalimat apa what is there? asked the researcher. ada tulisan: In kecamatan Sukorambi said the student. so how, kira-kira itu menunjukkan apa so, what does it refer? asked the researcher. alamatnya mungkin Mister answered the student. jadi mana yang tepat? asked the researcher. yang located bukan Mister? asked the student. Nah, good. That’s the answer said the researcher. Thank you Mister said the student. You’re welcome responded the researcher. After all the students had finished, the researcher asked the students to check their work together. Hence, all the students knew the right answers and they could learn from them. After that, the researcher explained to the students that the writing section would be begun. FN 313-05-13p.117-119 57 From the excerpt above, the students mostly did not find any difficulty in doing the activity. Only few students needed to be given extra guidance so that they could follow their friends. However, there was no serious problem in this activity. And the students were expected to learn from this activity. The main purpose of this activity was that the students could learn how the correct sentences are made. From this activity, the students were expected to learn about agreement or concord in English sentence construction. This was because the students had to find the right choice in filling the blank paragraph and agreement was one of the issues. From the vignette excerpts, it can be seen that overall the teaching and learning process was conducted well enough. There were several activities and explanation in the first meeting. They are texts identification, and several simple writing activities such as re- arranging paragraph and completing paragraph. Those activities were aimed not only to enhance the s tudents’ background of knowledge regarding descriptive text but also to prepare the students before doing their own writing. Besides that, from the field note excerpts above, it can be seen that the students were mostly active in learning. There were many students who asked the researcher for guidance. They also asked 58 questions related to their writing. And it can be concluded that the students were excited with the activities. Furthermore, the researcher also interviewed the students and the English teacher to find out their opinion on the first meeting in Cycle I. Here are the results of the interview with the student and the English teacher. R : Hasna, tadi gimana pelajarannya? Gampang kan? Hasna, so how were the exercises today? Were they easy to do? S : Kalau pas ngurutin paragrafnya sih gampang Mas. Yang paragraf yang satunya tadi lho angel e . The rearranging the paragraph was easy. But, the other one was a bit difficult. Interview transcript 3 R : Bu, kalau exercise yang pas mereka mengurutkan paragraph bagaimana bu? Mam, what about the rearranging paragraphs exercise? ET : Itu bagus lho mas. Iya bagus. Soalnya kan itu bisa membantu anak-anak dalam mengerti teks descriptive nya. Jadi mereka bisa tahu urutan yang pas dan benar itu pas mendeskripsikan itu seperti apa . That was good. Indeed. It can help the students to understand the descriptive texts. Hence, they know the right order of the generic structure of the descriptive texts when they write them. R : Jadi ada manfaatnya kan Bu? Terus yang kegiatan selanjutnya tadi bagaimana bu?