Planning Report in Cycle 1

After students made temporary answers to their own questions and answered the comprehension questions, there was a discussion about the answers. They were asked to convey their answers voluntarily. However, there were only few students that wanted to convey their answers. The researcher then said that there was a reward for them who were active in the class. Then they participated in the discussion actively. From the field notes below, it could be concluded that some students were not active in the class. Therefore, she prepared a sticker as a reward for those who were active in the class. It could be said, that they had more motivation when they were given a reward. The field notes below show the situation of the class. After it had been done, it was continued by having a discussion about the social purpose, the generic structure and the language features used in a narrative text. The field notes below show how she explained materials. It belongs to the process validity. After the text had been discussed, the researcher gave students another exercise. It focused on vocabulary mastery. They had to jot down difficult words After all group conveyed their questions, P asked them to make temporary answers to their questions and they also had to answer the comprehension questions related to the text. They discussed it with their groups. Field Notes 8, April 9 th 2015 P discussed every result of the students’ group discussions. She also explained the social purpose, the generic structure of a narrative text and the language features used in a narrative text. They paid attention and made a note of her explanation. But, there were some Ss who talked to their tablemates. Field Notes 8, April, 9 th 2015 P started the discussion by asking Ss to convey their answers. Some Ss were reluctant to convey the results of their group discussions. Then she said that they would get a sticker as a reward if they were active in the class. After that they were active conveying the results of their group discussions. Field Notes 8, April 9 th 2015 from model paragraphs and found their meanings in the dictionary. Therefore, they could increase their vocabulary mastery. Before the bell rang, the researcher gave students homework. They were asked to read the narrative text in Activity 5 in the handout and find information about a narrative text from that text. Around the last ten minute, the researcher gave students the summary and the feedback about materials given on that day. She verified whether they had understood or not. After closing the class activity, she, the teacher and collaborator discussed the action and made a plan for the next meeting in the teacher’s office.

b. Meeting 2

The second meeting was conducted on Wednesday, April 22 nd , 2015. On that day, the researcher led students to learn the simple past tense and the direct and indirect speech. She started the class by greeting them and checking their attendance. She also asked them to sit with their groups. After they were ready to start the class, she checked their homework. They had homework to find out more information about a narrative text by reading a narrative text in Activity 5. They discussed the answers orally. Several students voluntarily explained the information they got from the text. After they finished the discussion, she started passing materials about the simple past tense and the direct and indirect speech to them. Then she asked them to pay attention to their handouts. She asked them to read the explanation of the simple past tense and the direct and indirect speech and discuss it with their