Second Meeting Action and Observation

b. Second Meeting

The second meeting was conducted on January 28 th , 2016. The researcher opened the class with routine like greeting the students first and then checking the students’ attendance list. The researcher began the lesson by inviting the students to review the activities and materials in the previous lesson. The researcher pointed out one of the students and asked her to inform the class. The student answered uncertain but she remembered about structure of narrative text and the name of the parts of narrative text. The students began to keep silent after the researcher asked about the step in guessing meaning. Noticing that condition, the researcher then explained again about the step in guessing the unfamiliar words’ meaning in detail. After having that, the researcher told the students that they would learn about the narrative text again and continued the activity that was group discussion. The researcher helped the students in finding their groups. It needed about 3 minutes to set the students in their own group and to have their attention. After that, the researcher informed the students what they had to do with their groups and reminded them about practices in the previous meeting. The researcher asked the students to practice by discussing with their group. In the group discussion, the students were given a story entitled “Roro Anteng and Jaka Seger”. In 15 minutes, they had to fill a Structure Strategy diagram, decide the structure of the text, and answer the comprehension questions by using the filled diagram. The students were not allowed to open the dictionary in doing the tasks. While the students did the tasks, the researcher and the English teacher supervised and monitored the students. The class was actually not really what the researcher expected. Although the researcher asked the students to read the text first carefully and decided the answer by discussing with their group, it seemed like some students especially the boys were showing zero interest towards the text. So the researcher tried to approach them and ask about who in the story were and then what happened to the characters. This was to make them at least read in glance of the text. After 15 minutes the researcher invited the students to discuss the task together. The researcher asked each group to give their answer in each part or question. The first part of the diagram was the characters of the story. The group 1 did their part well; they could mention the four characters. They seemed understand the characters much since the researcher asked about the detail of the characters, they could give the right answer. The students seemed to be able to comprehend the next part because they could mention the setting perfectly. It seemed that the students did not have serious problems in filling the diagram. However, they got confused in giving answers in long sentences or short sentences. The researcher said that both answers were accepted as long as the keywords were in. The students declared that the diagram helped them to organize the important information, so they could comprehend the story better. In the next task, the students also showed no problem in doing the task. They did the task correctly in deciding the orientation, the complication, and the reorientation. But they did many mistakes in answering the comprehension questions. They said that it was hard to understand the meaning of the questions. To this condition, the researcher realized that the cause of that condition was students did not practice how to guess meaning of the words. After that, the researcher invited the students to do guessing meaning practice with the unfamiliar words in the story. The researcher also gave the correct answer to the students. It aimed to let the students know their mistakes so they could learn from their experiences. Before the meeting ended, the researcher once again reviewed about the parts of the story that underlining the structure strategy diagram and told the students that next week, the discussion about narrative text would be still continued. The researcher then closed the lesson by greeting the students.

c. Third Meeting