The Second Meeting The Process of Research

3. The Third Meeting

In the third meeting which was held on Monday 21 st April, the researcher opened the lesson with greeting and checking students’ attendance. Then, he checked students’ understanding about the materials in the last two meetings. He said “Aku yakin kalian masih ingat kan tujuan teks descriptive, kalau untuk Generic Structure-nya, masih ingat?” “I’m sure you still remember the social purpose of descriptive text, what about the generic structure? Do you still remember?”. Then the students answered “Identification and description, Sir”. He added “What about the verb that is usually used in making descriptive texts?” And they also said “Simple Present, Sir”. Then, the researcher gave a text entitled “My School”. He asked the students to read the text. After that, he called some students to decide which one was the correct generic structure of the text. Fortunately, they had been able to answer it well. It indicated that the students had understood about descriptive texts and its generic structure. To check students’ understanding about auxiliary including To be and HasHave, the researcher gave a task which the students should be able to complete a missing text entitled “My Speroga” with the correct auxiliary. The students showed improvement after they were given some explanations about it in the last meeting. Many of them did the task correctly. In addition, it only took a few minutes to do the task. However, they were some students who still needed to be guided by the teacher in doing the task. It can be seen in the following field note. 62 ___________________________________________________________ The researcher walked around to check students’ work in doing the task. Many students did the task seriously. There was no chatting between the students. As a result, they did the task faster than usual. Furthermore, when the researcher checked the task, many of them did that correctly. It showed that their abilities in using correct auxiliary had improved. FN.06, April 21 st 2014 ____________________________________________________________ Moving to the next task, the researcher asked the students to look at a mind map about a school completed with some pictures in each branches. In this task, the students were asked to make 10 sentences about it. The researcher intended to know how far they were able to apply the use of auxiliary including To be and HasHave in making sentences. The researcher thought that it would help them in writing descriptive texts later. However, there were many students who had difficulties in making correct sentences. Some students said that they had difficulties in using the simple present tense. Then, the researcher walked around to check students’ work. When he found out that there was a student who made mistakes in making sentences, he asked the student “Lho, kenapa banyak yang salah kalimatnya kalo buat kalimat Simple Present?” “You made many mistakes in making a sentence when using the simple present tense, why?”. Then the student answered “Lha gak tau e Kak. Aku gak bisa buat kalimat kalo pake itu” “I do not know, Sir. I cannot make sentences with that”. After that, the researcher asked “Kamu belum tahu penggunaan Simple Present Tense? Bukannya sudah pernah di ajarkan sama Pak Didik?” “You still do not 63 know how to use the simple present tense? Have not Mr. Didik taught about that?”. Then, the student replied “Iya Kak, tapi ya uda lupa lagi, bingung si soalnya Kak” “Yes, Sir. But I forgot because I got confused, Sir”. The researcher just realized that many students still did not know how to use the simple present tense when making sentences. Therefore, he decided to give the explanations of it in the next cycle. In the last task, the researcher asked the students to make a mind map and to write a short paragraph about it. He also gave an opportunity for the students to choose the topic based on the last two meetings. So, they could choose a topic about a house or a school. However, many of them chose the topic about a house. This task would be used to evaluate how far the students had been able to write descriptive texts through mind mapping. The researcher gave 30 minutes to do the task. In fact, the students did it seriously. During writing their own descriptive texts, there was no chatting between them. Only some students who still did not know the words in English asked to the teacher to translate it. However, many of them only focused on their drawing rather than their writing. The researcher walked around to check students’ work. He still found many mistakes made by the students in using correct punctuations. Therefore, he gave brief explanations about punctuations and asked students to pay more attention to their punctuation on their writing. After the time was over, the researcher helped with the collaborator collected students’ work and ended the lesson with saying “See You next week”. 64

c. Reflection of Cycle I

After implementing the action, the researcher and the collaborator reflected on the actions that had been done in order to evaluate the actions. The discussion was done based on the observations in the teaching and learning process with the English teacher’s and students’ opinions. The researcher intended to find out whether the action was successful or unsuccessful on improving students’ ability in writing descriptive texts. Based on the observation and interviews done in Cycle I, it can be concluded that the teaching and learning process run well. In fact, the students showed their interest following the lesson given by the researcher. It is because writing using mind mapping is a unique way for them. They also could focus on the lesson well because writing using mind mapping could avoid their boredom with monotonic explanations like their English teacher did before. Moreover, they did not feel sleepy anymore because they seemed very enthusiastic during the teaching and learning process. It can be seen in the extract below. __________________________________________________________ During the teaching and learning process in writing descriptive texts using mind mapping, many students always paid attention to the researcher. There was no chatting between students. There was no student who felt sleepy during the explanation. They even showed their enthusiastic with asking about the words they still did not know without hesitate. FN.05, April 14 th 2014 ___________________________________________________________ 65