84 questions to the students. None of the students asked questions. Then, she closed
the teaching and learning process and greeted the students.
b. Second meeting of Cycle 2
The second meeting of Cycle 2 was conducted on Tuesday, 17
th
February 2015. The teaching and learning process began at 07.15 a.m. The researcher and
the English teacher entered VIII A classroom. The English teacher sat on the back on the classroom observing the teaching and learning process while the researcher
opened the class and greeted the students. Two students were absent. Then, the researcher told the students today’s learning goal “In this meeting we still study
recount text and today we will analyze the generic structure of a recount text. Do you think you can do it?” “Yes, Miss.” Only some students paid attention to the
researcher, some others were busy talking with their friends. To get students’ attention, the researcher distributed handout to the
students. She asked the students to read carefully the text and analyze the generic structure of the text given. The students were allowed to work in pair and use
dictionary. They focused on doing the assignment. The researcher walked around the classroom and helped some students that found difficulties in doing the
assignment. Most of the students could finish the assignment quickly. The researcher discussed the answer and the content of the text with the students. All
of the students were able to do the assignment correctly. Then, she reminded the students about characteristics of recount text by using the text given. She gave
students chance to ask questions related to recount text material. None of the students asked question.
85 Then, she continued explaining simple past tense material. She took some
sentences in the text given as examples for the students. She asked to the students whether they had understood the material or not. All students said they had
understood the material. The researcher provided the students with another assignment. The students were asked to fill the crossword puzzle. At first, the
students were interested to do the assignment but they seemed reluctant to do the assignment after hearing that they had to work individually.
To raised students’ interest and motivation, the researcher would give five snacks to five quickest students in finishing the assignment. She would also give a
snack for the students who wanted to write the answer in the whiteboard. After all the students had finished their assignment, the researcher asked them to present
their answer in the whiteboard. All students seemed uninterested and did not pay attention. Then the researcher said “It is okay if you have wrong answer, you still
get one snack . And I will give another snack to whoever can correct your friends’
answer. We will discuss it together.” After that, some students came forward and wrote their answer in the whiteboard. Some of the students write down wrong
answers. The researcher and the students discussed the answer together and corrected the wrong answer together. Finally, the time was almost up. The
researcher re-explained the simple past tense material and gave the students chance to ask questions. All of the students had no questions. Then, she ended the
teaching and learning process.
