2. Actions and Observation
The Cycle II was also conducted in three meetings. The first meeting was the teacher modeling, the second meeting was the guided practice and the third meeting was
the independent practice. In the first meeting, the researcher introduced the modification of the actions, included the vocabulary quiz and the new technique on completing the
Mind Mapping bubble. The students started to share and discuss their sketch in the second meeting. In the third meeting, the students completely used Mind Mapping by
themselves to do some task related to the provided text.
a. Meeting 1 The first meeting of Cycle II was held on 18
th
March, 2014. The researcher began the lesson by letting the students to share their opinion. Most of them had positive
comments about the actions in Cycle I. the only complain was about the event bubble. They still had difficulty to complete it.
After reviewing the previous narrative text, the researcher introduced a new narrative text entitled “Smart Monkey and Dull Crocodile”. The researcher asked the
students randomly to read it. While reading the text, they also completed the guessing meaning task. When they found the words on the provided table in the text, the researcher
asked them to guess the meaning. The students’ participation in the lesson was increased. It was shown by the increasing number of the students who participated in answering the
questions voluntarily. They looked more confident with their answers. After they all write down their guess, the researcher showed the dictionary meaning of the words in slide
show.
Dengan berdiskusi secara berpasangan, setiap siswa mampu menyelesaikan task 3 kurang lebih dalam 10 menit. Kemudian P menunjukkan arti dalam kamus untuk
mengecek jawaban. Mereka terlihat sangat yakin dengan jawabannya, hal ini ditunjukkan dengan beberapa siswa yang berebutan angkat tangan untuk menjawab.
By having discussion in pairs, each student could finish task 3 in about 10 minutes. Then, R showed the dictionary meaning to check the answer. They looked very confident
with their own answer, it was shown by some students who actively raised their hand to answer.
FN 4, 18 Maret 2014 Before the researcher asked the students to do another task, the researcher gave an
example of the new model of Mind Mapping. The researcher completed the Mind Mapping together with the students. For the event bubble, the researcher only completed
it by some main words; it was not in the form of sentences. The students looked satisfied and happy with this solution. After that, the researcher asked them to do the next task.
They did the task only less than 10 minutes. They voluntarily want to answer the questions. The researcher called some students randomly to answer the question.
After checking the students’ understanding about the previous lesson, the researcher moved to the next activities. The researcher gave 10 minutes for the students to
look for difficult words and try to search the meaning of it. Then, he prepared the vocabulary quiz in the form of orally quiz. He called on them randomly to answer the
meaning of some difficult words. Unfortunately, not all of them got the opportunity to do the quiz because the time was limited, and they could join the quiz in the next meeting.
He also asked some questions to them once again before dismissing the class. b. Meeting 2
The second meeting of Cycle II was held on March 21
st
, 2014. The researcher began the class by reviewing the previous meeting activities and the text had been learnt.
Then, the researcher introduced a new narrative text entitled “the lion and the mouse”. The researcher read the title only then called the students randomly to read the first
paragraph. Then the researcher asked the students to choose the other students randomly to continue the reading. They were interested to do that. They paid more attention to the
reading because they were afraid of getting chosen by their friends. The class situation
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