First meeting

1) First meeting

There were some activities that the researcher did in the first meeting of Cycle I, there are:

a) Planning

In the first meeting, the researcher arranged everything needed during the research. They were lesson plan, observation sheet, and the material. The planning was made to avoid misconception of the action that would be done in the classroom especially during the teaching-learning process. The researcher had used the items in planning phase in order to help the researcher in conducting a good research.

b) Action

At the first meeting, when the researcher entered the classroom and greeted the students, the researcher introduced herself to the students. The teacher collaborator, as the observer, also entered the classroom in order to observe the whole activities in the classroom during the research. The researcher then introduced the material to the students in order to make them aware about the topic.

Then, the researcher gave reinforcement to the students before telling the students about the topic of the lesson in expository text form. The researcher built the topics by compiling it in certain problems to be discussed with the students and asked the students to give their opinion about the problem to enhance the students’ background knowledge.

At the midst, the researcher explained about the material and asked the students to read the material to get the comprehension. The researcher gave explanation and few questions to the students about the functional text in expository form. When they finished with their reading material, the researcher asked the students’ opinion about it. After listening to the students’ opinion, the researcher straightened some mistakes concluded by the students. in order to let them get a correct comprehension about the material so they could use it as an example before handling the task. Then the researcher made a conclusion about the lesson and gave farewell to the students.

c) Observation

During the teaching-learning process, the researcher and the observer had made an observation about the students’ activities in the classroom. Based on the researcher’s and the observer’s observation, the researcher and the observer found that most of the students were fewer enthusiasts in following the lesson.

Based on the result of the observation, the researcher obtained the data about the students who had been done and did not do the activities during implementing the action in the classroom.

The students who had done the activities were 15 students (55.6%) and the students who did not do the activities were 12 students (44.4%). To understand the percentage of the students who had been done and undone the activities could be viewed in the graphic.

Graphic 1: Percentage of the students who had been done and undone the activities in the first meeting of Cycle I

Furthermore, in the first meeting of Cycle I the researcher’s activities had done were 21 activities of 26 activities (81%) and there were 5 activities had not done of 26 activities (19%). Clearly, the observation result of the researcher’s activities could be viewed in the graphic.

0 Graphic 2 : Percentage of the researcher’s activities that had been done and

Done

undone in the Cycle I in the first meeting Undone

In the first meeting, the students could not get the requirement of this research purpose. This situation happened because there were some weaknesses found by the researcher in the classroom, as follows.

(1) The students were lack to identify generic structure of expository text. (2) The students were lack to pronounce vocabularies. (3) The students were lack to write vocabularies. (4) The students did not master expository vocabularies. (5) The students could not do the procedure of Word Wish Game.

However, there were some students’ strengths found by the researcher during the teaching-learning process, as follows. (1) Most of the students could identify generic structure of expository text. (2) Some of the students could pronounce vocabularies. (3) Some of the students could write vocabularies. (4) Some of the students master expository vocabularies. (5) Some of the students could do the procedure of Word Wish Game.

d) Reflection

Since there were some weaknesses during the lesson in the first meeting, the researcher made a consideration to improve for the next meeting as follows. (1) The researcher explained more the generic structures and language features of expository text. (2) The researcher suggested the students to find out how to pronounce the words in dictionary. (3) The researcher suggested the students to practice more for write words.

(4) The researcher taught the students about expository text (5) The researcher suggested the students to learn more how to followed the

procedure of Word Wish Game.