Action and observation The Report of the Cycles 1. The Report of Cycle 1
2 The second meeting
The second meeting was conducted on Wednesday, February 17
th
2016. The class started at 10.15 am. Firstly, the researcher opened the class by greeting and
checking the students’ attendance. There was no one absent that day. Then, she asked about the previous meeting. The students answered the questions. An example of
recount text was given to the students. It was different with the previous meeting. The title was Going Fishing for the First Time. The students looked very enthusiastic with
the pictures. After discussing the generic structure and languages features of the text, the researcher gave some exercises to the students. The exercises were aimed to
improve students’ grammar, vocabulary, and developing idea. They were asked to translate some words into Bahasa and write some words based on the cue cards in the
form of pictures. Besides, the students were given some interesting activities such as word search, and cloze exercise. Moreover, the regular and irregular verbs were
introduced to the students. After they finished their works, the answer was discussed together. The researcher gave feedback to the students.
The last exercise that day was making a recount text based on picture series individually. The students got six pictures and they had to make three sentences from
each picture. There were some questions from the students such as “miss, what is the meaning of this?”, “what is the meaning of convenient in Bahasa?”, “miss, what
should I do with this task?”. The students actively did the exercises. One of the students raised her hand and asked a question to the researcher “Miss, I still have
difficulty in differentiating words at and in. What are the differences?” The researcher answered the question.
Unfortunately, most of the students did not bring dictionary. It made them difficult in finding the meaning of words. The researcher asked them to bring
dictionary for the next meeting. Moreover, when they did their works, they made some noises. The collaborator helped the researcher to keep them silent. Although
they made some noises, it still under controlled. After the work was finished, the students submitted it to the researcher one by one. The bell rang. The researcher
summarized the lesson that day and checked the students’ understanding by asking “is there any question?”. There was no question from the students. After leaded a
prayer, the researcher closed the class. There was one student who had not finished her work yet. The researcher
waited her until she finished her work. After that, she asked her some questions. The purpose is to know the student’s attitude toward the actions. The interview transcript
is presented below.
From the interview transcript above, the researcher concluded that the students love to make a story based on cue cards. It makes them interested and easier
to write their idea. Besides, making them work can keep them silent and under controlled rather than lecturing in front of the class. The students will learn from their
mistakes. Meanwhile, they need to improve their vocabulary and grammar mastery.
3 The third meeting
The third meeting was conducted on February, 23
rd
2016. The researcher opened the class at 10.15 am. At that time, not only the researcher, the English
teacher, the collaborator, and the students who were in the class, but also a student of Ahmad Dahlan University who observed the learning process, but he did not give any
influence in this research. He just sat in the corner of the class. R
: Mbak suka lho sama anak yang mau tetep berusaha seperti kamu. I love the student like you. You still want to try hard.
S : Hehehe makasih mbak. Hehehe thank you miss.
R : Susah ya tugasnya? Is it difficult?
S : Iya lumayan mbak. Tadi aku pakai pensil soalnya takut salah. Trus aku
salin pake pulpen. Yes, I used pencil to write the text at first because I was afraid to make mistakes. Then, I re-write it using pen.
R : Ada yang masih bingung nggak? Do you still confuse?
S : Ada mbak. Yang kata kerjanya tu lho mbak. Kadang nggak tau bahasa
inggrisnya. sama urutan kalimat yang banar. Yes, it is about verbs. Sometimes, I did not know the english. I also confuse about the sentence’s
arrangement.
R : Oh kalau gitu cek kamus dong yah. So, please check your dictionary.
S : Iya mbak. Tapi aku suka lho kalo dikasih tugas-tugas kayak tadi. Jadinya
nggak ngantuk. Seru juga ada gambarnya. Besok lagi yaa mbak. Ok miss. By the way, I like to do the task with pictures. I want it more.
R : Oke dek. Makasih ya. Oke then, thanks.
S : Sama-sama mbak. You’re welcome.
The researcher started the class by greeting and checking students’ attendance. Then, she reviewed the last material. She explained again about the generic structure
and languages features and provided one example of recount text entitled My Holiday in Indrayanti Beach. Next, she gave two exercises for the students. Firstly, the
students were asked to do cloze exercise. They had to fill in the blanks with the correct verbs. Then, the next exercise was matching verbs. The students could do the
exercise without any difficulty. After that, the answer was discussed together. For the next exercise, the students got a piece of paper and cue cards. They
had to write a recount text based on the cue cards. The cue cards consisted of six pictures and one card of clues. After getting the clear instruction, the students were
asked to do the exercise in forty minutes. Unfortunately, most of the students could not finish the story until the bell rang. It was because the researcher asked them to
write four sentences for each picture. The students needed more time to finish it. During the process of writing, they still have difficulty in grammar. They often asked
the researcher how to construct a sentence. Moreover, not all students brought dictionary. It made them often asked about the meaning of some words. Before the
researcher closed the lesson, she told the students to finish the story at home. She also reminded them to bring the story next day.
During the process, the researcher observed the students. She asked some questions to a student. The interview transcript is presented below.
From the interview transcript above, the researcher concluded that the students still had difficulty in constructing the sentence. They were not confident with
their grammar. They translated Bahasa to English literally. It was because their first language influenced their English. However, their ability of expressing idea was
increased. They knew what to write by seeing the pictures and the clues. It means cue cards successfully guided them in bringing out the idea.