b
Whilst-reading activity
1 Students read the text silently followed by searching the main idea
of each paragraph. Search
2
Students summarized the text.Summarize
c
Post-reading activity
1 Students wrote the new vocabularies they found on the text and
presented their POSSE Worksheet Evaluate
2
Students present their POSSE strategy sheets.
3
Students answered comprehension questions related to the text.
4. Using LCD to engage students’ enthusiasm.
5. Promoting group discussion to improve students’ participation and
enthusiasm.
b. Actions and Observations
1 Meeting 1
The first meeting was on Thursday, 14
th
April 2015 at 07.20 AM until 8.40 AM. The researcher began the class after the English teacher let her start
teaching. She greeted the students, led a prayer, and led a prayer. She told that from now on and some meetings onwards she would teach the students. She
further introduced herself as well as the collaborator who accompanied her while doing the research. Then, she checked the students’ attendance and
started the lesson.
First of all, the description about POSSE that would be the teaching and learning strategy was explained to the students. It was about the
explanation of what POSSE strategy is, each step of the strategy, and how to implement the strategy in reading process.
After the students clearly understood about the strategy, the explanation went further to the material that would be used during the
research. The material was the Narrative text which was chosen by relying on the curriculum. During this study LCD projector and handout were used to
engage students’ enthusiasm and to keep students work in task. Thus, students could use the strategy effectively while understanding the text. This situation
was shown by the following field note.
Then, several pictures of famous narrative stories were displayed to the students to their enthusiasm. The students were asked some questions
related to activate their background knowledges to the narrative texts. They looked familiar with it even though it had not been thought before. They could
answer the researcher’s questions shown in the field note below.
4.3 Peneliti meletakan laptopnya dan menyabungkan dengan LCD. Dia meminta salah seorang siswa menyalakan LCD. Kemudian handout
dibagikan untuk setiap siswa.
The researcher put out her laptop and plugged it to the projector cable. She asked one of the students to turn on the projector. Students paid on
the LCD. Then the researcher distributed a handout to each student.
FN-614 April 2015
