tense and passive voice. As a variation of the task, the researcher asked the students to make sentences based on the series of pictures given. She planned to
explain more about the details of explanation text in this meeting because that would be the last meeting before the students were asked to write an explanation
text individually. In the last meeting of Cycle 2, the researcher planned to give a test for the
students as the second post – test. The meeting was conducted on November, 23
rd
2013. This cycle only consisted of two meetings because of some considerations. First, the Grade XII of SMA N 2 Sleman would have a tryout in the following the
week. Then, they had to prepare for the National Examination. So, the researcher just had a limited time to continue her research in Gade XII Science 1 of SMA N
2 Sleman. After discussing with the collaborator, the researcher planned to ask the students to write an explanation text as the result of Cycle 2. The students did the
post – test individually. They were asked to write an explanation text based on the picture series given. They also could use the rubrics that consist of vocabularies to
compose the text.
2. Action and Observations
The actions in the second cycle were conducted in two meetings. They were on November 20
th
and on November 23
th
, 2013. The text type was still an explanation text. The explanation text was the life cycle of animals. She selected
the theme based on their needs, interests, and the curriculum applied in the school. She also intended to make the materials were integrated with another subject that
is biology. She taught how to organize a paragraph, arrange the sentences, use
appropriate conjuctions, and compose an explanation text. The implementation of the actions is described as follows.
a. First Meeting
The meeting was held on Wednesday, November 20
th
, 2013. In this meeting, she came to the classroom as usual. She greeted the students cheerfully.
She then checked their attendance list. They looked sleepy at that time. After the researcher asked them what actually happened, they answered that they felt sleepy
because of the gloomy day. Then she did not start the class directly. She thought that they were not ready yet. So, the researcher decided to have a little talk with
them to build their interest in learning today. After that, the researcher led them to start focusing on the lesson.
After they were ready to get the lesson, the researcher started the class by passing them the worksheets. Those worksheets would be used in teaching and
learning process on that day. She began the class and started the activity by giving a picture about lifecycle of frog. She also gave some questions related to that
picture. From the questions, the students’ background knowledge was expected to be stimulated before they were explained further about the materials.
Next, the researcher asked the students to pay attention in the first text that was ‘The Life Cycle of Frog’. They were asked to read the text silently. After that,
the researcher and the students identified the generic structure of that text together. The students understood it that they could answer the questions. Then,
they tried to identify the languge feature of the text. When they discussed it, it
