fieldtrip in Ronggowarsito Museum. Still in this cycle, I used four stages of conducting action research, those are planning, acting observing and reflecting.
4.3.1 Re-planning
In planning the treatments, the previous result of the cycle became the reference to develop the improved ones. Here, the lesson plan was made referring to the previous
by revising some activities and content of learning. However, since the basic and the standard competence were still the same, I decided that the purpose of study and the
indicators of learning were mostly the same as the previous cycle to avoid bias in monitoring the result of the study. Even though of course, the treatments would not
exactly be the same.
4.3.2 Acting Treatment I
The acting stage of cycle 2 was the second meeting of the teaching learning process held in this research. Referring to the lesson plan I had made before see Chapter III,
the description of the acting stage is elaborated here. 4.3.2.1 Opening
As usual, I opened the class by greeting and checking the students‟ attendance. In this
meeting, I motivated the students to keep on improving their writing skill as one way to sharpen their critical thinking. By thinking critically, it enabled them to recognize
the issues arouse in their country, such as the problem of culture in Indonesia. I initially talked about this issue as a means of stimulating students‟ awareness of
culture.
As the encouragement, I told the students to improve their writing since their results in the previous stage almost achieved the SKBM but still they should be able
to reach the standard. 4.3.2.2 Exploration
In the main activity, I stated that the material of learning in this meeting was still about writing recount text. Therefore, I
gave the result of students‟ work on writing along with the feedback given to each of them. As the model text, I provided a text
entitled “Visiting Museum” which reflected good construction of recount text and good example of writing ideas of culture and art.
The students read the text by heart. Nevertheless, I was open to any kind of question about the text and the difficult words. After all the students finished reading
the text, the discussion of difficult words was begun. Fortunately, there were only a few words that came to questions. Afterwards the discussion was dragged into the
exploration of the schematic feature of the text. Most of the students had mastered in identifying the schematic feature. As the consequence, the whole students were
enthusiastic in giving their answer, and so, it led the class into a bit chaotic atmosphere.
The discussion was continued by the topic of the cultural awareness reflected in the content of the text, majority found in the reorientation part and some in the
events written in the text. The students were asked to determine which sentence was the reflection of the writer‟s awareness of culture in the text, as the evidence. I asked
the students to work in pair with the friend next to them, and looked for the answer of
the task. After three minutes, some of the students were randomly asked to tell the class. Mostly the students had understood and could prove the evidence by the text.
4.3.2.3 Elaboration I
emphasized on the result of students‟ writing on the previous take-home assignment. The answer sheets were already given along with the feedback. The
students then analyzed their writing and tried to find the errors. The class became noisy since the students tried to compare their work with others.
To get the attention of the students, I made a yield “Hallo hallo?” and
immediately the students then answered, “hi hi”, and the lesson worked on its‟ way again.
Referring to the model text given and the results of their work, I asked the students to compare their work in consideration of those two texts. Afterwards the
students were asked to make their second draft of revision to the text of their own. Ten minutes was given to them to revise the writing.
During those minutes, I reminded the students to realize the use of past tense since some students still made errors in term of it. To make sure that students knew
and recalled their memory, I finally gave a slight explanation of past tense. 4.3.2.4 Confirmation
In the confirmation stage, I begun with some imaginative visualization of what students would do in museum. The students firstly got surprised when I announced
that the next meeting they would visit the museum and learn English through
experiencing. They became excited and looked forward to visiting the real museum, though actually they had had conducting the same agenda when they were in the
seventh grade. The rest of this session was spent to decide when the visit would be held.
After considering many things for the sake of both I and the students, finally 10
th
June was chosen as the D-day. The consideration was that it was the end of final semester
test so that it would be great to have a visit as to improve their knowledge and to refresh their mind after examination.
4.3.2.4 Closing I ended up the class by letting the students to write sentences about what they had
learned in the meeting, and then asked two students to read to the whole class. Afterwards I asked the students to improve and revise their writing, and so,
contemplate to think what their contribution of saving Indonesian culture. The class was ended, and the students went back to the other class by shaking and kissing my
hand as to show honor and respect.
4.3.3 Acting Treatment II Fieldtrip
