a. Planning
1 First Meeting
In the first meeting, the researcher and the collaborator planned to achieve some learning indicators that stated on the lesson plan. They
planned to explain the recount texts and the generic structure of it. Moreover, they would introduce graphic organizers to the students in
purpose to help them getting better understanding of the text. In addition, there would be some activities related to language features of
recount text for example gave certain signs in conjunctions, adverbs, and verbs 2.
2 Second Meeting
The researcher and collaborator planned to achieve the next learning indicators in this meeting. They planned to give students a
crossword puzzle as one of the task to understand more about simple past tense. Here, the students would find the past verbs from some
verbs given to complete the crossword puzzle. After that, they had to classify the past verbs into regular and irregular verbs. Then, they had
to choose 5 past verbs and make 5 sentences using those verbs in the simple past tense. In this meeting, the students would learn how to
develop a recount text from some details information in the graphic organizers.
3 Third Meeting
In this stage, the researcher and collaborator planned to give the students opportunities to write their recount text individually. Before
that, they would write their ideas in the graphic organizer. They had to write some details information there. Then, they would develop the
ideas from graphic organizers into a recount text.
b. Action and Observation
1 First Meeting
The first meeting was on Saturday, 16th April 2016. The researcher, the English teacher, and the collaborator entered the class.
The English teacher and the collaborator sat at the back row of the class. The researcher started the lesson at 10.30 a.m. She greeted the
students and calling the names. There was no one absent that day. After that, she asked the class about their holiday experience.
“What did you do on holidays?” The students did not understand the researcher questions in English so she asked them again,
“What did you do on holidays?” No one answered then she asked them in Bahasa.
“Apa yang kalian lakukan saat liburan?” The students gave various
answer. Then, the researcher told them that the topic for that day was
holiday. The teacher gave them a text entitled Holiday to Mount Bromo. The researcher asked them to read it in 5 minutes. Then, the
researcher asked if there were unfamiliar words in the text. The students answered that they found some unfamiliar words. The students
enthusiastic went to the front of the class to write the unfamiliar words for them. After that, the researcher asked the students to find the
meaning of those words on whiteboard. If they had known the meaning, they just had to go in front of the class and wrote the meanings of the
words. It seemed that the students were enthusiastic to do that. The teacher said that they rarely want to go in front of the class just to write
the answer of the questions. Then, the whole class discussed the meaning of the words together. After that, the students asked the
teacher to let them wrote the meaning and the unfamiliar words in their book. After the students finished, the researcher asked them about the
text Holiday in Mount Bromo. The researcher asked them about the generic structure of the recount text especially in the text Holiday in
Mount Bromo. It seemed that the students forgot the generic structure of the
recount text. Therefore, the researcher discussed the generic structure while making the example from the
text. “ What is the first paragraph tell us about?” The students gave the answer about the first paragraph.
Then, the researcher asked again about the second and the third paragraph and the students also gave the answer. The researcher then
asked the students to analyze where were the orientation, events, and re- orientation from the text. But, it seemed that the students still did not
understand about the generic structure of recount text. Then the researcher explained it to the students.
The students paid attention to the researcher explanations. The researcher then guided the student to determine the orientation, events,
and re-orientation of the text. Then, the researcher asked them if they had understood about the generic structure so far. They explained that
they finally understood about the generic structure. The researcher then gave graphic organizers to the students. She explained what graphic
organizer is. She also explained how to use graphic organizers. This graphic organizers was custom made, therefore, it would adjust with the
recount text with the orientation, events, and re-orientation as the points therefore it would help the students to understand more about the
generic structure of recount text. The students did the tasks enthusiastically because they were interested with the pictures and the
color of the graphic organizers. The researcher gave 10 minutes to the students to fill the graphic
organizer but they did not finish the task yet therefore the researcher add 5 minutes more to them to finish their graphic. The researcher went
around the class to help the students if they needed
helps. After the students finished their graphic, the researcher asked the students to
write their graphic organizer in front of the class to be discussed together. Then, the whole class conduct the discussion together. They
seemed to understand the graphic organizer and how to make it.
Then, the researcher asked, “Have you understood about graphic organizer?” “Yes Miss”, answered the students . “Any question?” “No”.
“Okay, now please look at your worksheet. Below are some questions. Please answer these
questions. You can look at your graphic organizer. The graphic organizer you had made will help you to answer some of
the questions. Got it? “ Then, the students answered the questions. The
graphic organizer they had made surely help them to better understand the text thus made them easier to answer the question of the text. After
that, the students and the researcher discussed the answer together. Then, the researcher explained language feature to the students. The
researcher asked the students to make circle in the conjunction and adverb of time in the recount text. After that, she discussed the
conjuntions and adverb of time with the students. The researcher asked the students to find verb 2 in the recount text
by underlining the verb 2 and then she discussed about the language feature of the recount text such as
conjunction, adverb of tine, verb 2, etc. The
students asked the researcher a time to write what the researcher wrote in the whiteboard. The bell rang. The researcher asked
one of the students to lead the prayer. After that, they started singing the national song which is was the habit before ending the class. The
students, the collaborator, and the researcher left the class.
2 Second Meeting
The researcher and the collaborator entered VIII A Class. The class situation was a bit noisy. The researcher gave them time to calm down.
Then, she started the lesson. She greeted the students and called their names. There was one student who was absent that day.
The researcher asked the students what had they learned in the last meeting. They said that they had learned about recount text and graphic
organizers. The researcher asked brief questions related to the last meeting materials in order to make the students rememberred what they
have learned so far. Then, the researcher said that that day they would learn more about recount text and also graphic organizer.
She asked the students to make a group of four to continued last meeting lesson about language feature of recount text. That day, they
would learn about simple past tense. Actually, the students had learned it before, but according to the teacher interview, she said that many of
the students often forgot the structure of simple past tense. The researcher wanted the students to make group on their own with their
close neighbour but they did not want it. They wanted the teacher to choose the team for them by counting the numbers, therefore the
teacher did it. The problem with this was the students made this occasion to walk around the class to meet their teammates. And it
wasted of time.
After the students sat in their group, the researcher then gave the students in each group a crossword. Their task was to complete those
crosswords with the past verb of some verbs mentioned there. There were 20 verbs. It would help the students to remember the past tense of
some verbs. The students were rather slow to do the crosswords because some of them were not familiar with the past form of some verbs;
moreover, they did not bring their dictionary or the dictionary they had did not include the past form of verbs. After the students finished the
crosswords, the researcher and the students discused the answer of the crosswords together.
Now, they had some verbs in past tense form. They had to group the verbs whether it was in regular or irregular verbs. The students did
well at this task. Then, the last group task was the student had to choose
5 past verbs from the crossword and made 5 sentences in simple past tense. They did it with their teammates. After that, one volunteer from
each group has to write the sentences in the whiteboard. The researcher asked the students whether their
friends’ sentences correct or not. She asked them to correct their friends’ sentences if it was wrong. The
group activity ended. The students went back to their previous seat. The next activity was wrote a story using the graphic organizer.
The researcher gave the students a graphic organizer. This graphic organizer contains the detail information. The students had to write a
recount text based on those details. The title of the text was “Holiday to
Taman Pintar “. First, the researcher asked the students whether they
still remembered about graphic organizer or not. They said that they still remembered that. After that, she explained the graphic organizer:
Holiday in Taman Pintar. This graphic organizer contained some details about someone holiday to Taman Pintar. The researcher taught the
students how to write a recount text based on the details in graphic organizers. She explained by writing the orientation part of the text
based on the details in the graphic. Then, she gave the students the examples how to develop a text
based on the first details in the events. She then asked some students to
think how to develop the next sentences according the next details. After she felt that the students understood how to write sentences based
on the details, she asked the students to continue writing the next paragraph based on the other details by themselves. She divided them in
pairs and asked them to write the next paragraph in pairs. The students then worked in pairs to write the paragraph until the recount text
finished. The teacher then asked some of the pairs to write their paragraph in the whiteboard until it became the full recount text.
After that, she held a discussion about the paragraph they had made in the whiteboard. They gave their opinion on how should some
paragraph written. They also volunteered to edit some of the part so the text became coherent. The time was over. The students collected their
writings. The researcher closed that day lesson by giving summaries of
that day lesson and also gave a brief explanation on what would they do in the next meeting. One of the students then led a prayer. They sang a
national song before they went home.
3 Third Meeting
The researcher and the collaborator entered class VIII A. On that day, they would write a recount text by themselves. Before she started
the lesson, greeted the students and checked the attendance. All the students were
present that day. The researcher asked them about their holiday experience. “What did you do on holiday?” asked the
researcher. “Go on vacation”, said one of the students. “Go to the beach”, said the other. “Go to Exhibition”, said the other student. The
students gave various answers regarding the destination of their holiday. Then, the researcher asked, “What did you do there?” The students gave
their answer. “What did you feel?” “I am happy”, said one of the students.
Then the researcher said that they would write their holiday experience that day. They had to write it individually. The researcher
gave the students some blank graphic organizers. The researcher asked them to think what they would write and asked them to fill the graphic
organizer first before they were going to write the text. The researcher said that the graphic organizer would help them to plan what they
would write. The researcher gave a brief explanation as example for the students.
After the students understood the explanation, they began to wrote
their ideas in the graphic organizers. The researcher went around the class to help the students if they needed a help. Unfortunately, the
students still found some difficulties in delivering their idea into graphic organizer; thus, they needed more time that the time allocation.
Therefore, the researcher gave them 10 minutes more, until the bell for break rang, to completed their graphic organizers.
After the break, the students collected their graphic organizers. The researcher read their graphic organizers. Most of them managed to write
their ideas and completed their graphic in the time given; however, some of them still did not finish their graphic completed.
The researcher then moved to the next activity which was write a recount text. The researcher gave them a paper to write a recount text
based on graphic organizer they had made. They already practiced it in the last meeting. The researcher gave them 30 minutes to develop their
graphic organizer into a recount text. The students needed more time to finish their writing, thus the teacher gave them 10 minutes more. The
researcher went around the class to help the students if they had a question or needed a help.
The bell rang. The researcher asked the students to collect their writing. The researcher closed that day lesson by prayer. As usual they
sang a national song before going home.
c. Reflection
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