the steps appeared were observing, questioning, exploring, associating, communicating.

\] _ `a b c d a e fg h f d ij a bc kl b `a mnb o p qr f sa g t _ u qr v am rb n m a kbr b f rcb p c b ` b `a c g e g c a k m r bf qkqj ow a b `a h fk b a k b t b ` a qg g qkla d a kb f e b `a b a x b bf e c k m f nb b ` a m c e e a g a k ha r q k m r c d c j q g cb c a r f e b ` f r a b a xb r y _ u l qsa e csa d c knb a r b f m f b ` qb y z b nma k b r m cr h nr r am p c b ` b ` a cg e g c a k m r r a g c f nr j o y { e b a g b ` q b t `a qr v am r b n ma k b r b f m c rh nrr b ` a m c e e a g a k ha r qk m r c d c j qg c bc a r b f la b `a g y | qrr f h c qbc k l } y ~ c sa d c k nb a r iqr r amt _ u qr v am r b n ma k b r bf ig a r a kb b `a c g p fg v y  Ok, students, your turnnow to present your work. Who wants to present first? € a p qcb am e fg e ap d c k nb a r nkb cj q r b n ma k b t  n m c fe e a g am b f ‚ a b `a e c g r b s f j nk b aa g y  Ok, Budi, please present your work. Othersplease guess who the subject of Budi s description is y ƒ  n m c i g a ra kb am ` cr p fg v ‚ o g a q m c kl y { e b a g b ` qbt _ u qr v am rb n ma k b rt ƒ Good, Budi. So, who is the subject of the text? z b n m a kbr l n a r r am b ` a kqd a f e b `a rn ‚ „ ah b y _ `a h f d d nkc h qb c fk p a k b e jn a kb j o y _ `a kt _ u qr v am f b `a g r b f h fd d n kc h q b a b `a c g p fg v r y { kf b `a g r b n m a k b i g a ra kb am c k e g fk b f e b ` a h j qr rg f f d y _ `a q h b c s c b o p q r g a i aq b am qr ‚ ae fg a y _ u m c m kfb m f qr r a rrd a kb fe b ` a q h bc s c b o y | h fd d n kc h qbc kl } _ `a ‚ a jj p q r h j f ram b f g ckl y _ u qr v am r b n ma kb r b f d q v a q ma r h g c i b c fk q ‚ f nb rf d a fk a q b ` fd a y … † ‡ ˆ ur ‰ Š‹ Œ Ž  ‰ Š ut ‘

s, the steps appeared were observing, questioning, exploring, associating, communicating.

’ n observing, language skill occurred were listening, reading, speaking and writing. ’ n this step, T “ also gave explanation about the social function, structure of the text. ” anguage features appeared was vocabulary and pronunciation. Questioning emerged in observing, experimenting. † ommunicating emerged in all steps. † ommunication was built up in learning process, but T “ • till seemed very dominant in classroom. – e rarely gave opportunity to students to ask, even he often justified that they had already had fast understanding at all. Exploration was carried out individually. – ere was questioning and communicating occurred. T “ also gave explanation of the material in this step. — ssociating was done by asking students to find out the differences and the similarities among their works. ’ n this step, reading and speaking appeared. The last step was done by presenting students work. The language s kills appeared was speaking. commit to user ˜™˜ š bservation › œ  ž Ÿ ¡¢ £ ¤ ¥¦ § ¨© ª ž ¢ ¨« ©¬¨­ £ ® ¢£ ¯ ° ±«©¨ ž ² ±« ³³­  ´  µ ¶ ­ « ·¨ ¸ ® ¹ º » ¯ ¤ ¥¦ § ¨© ª ¹«ªª ¨ ­ ž º ¼ª ­  ·¥ © ª ½  ¼ ¾ ¶ ­ ¨¨ ª ½¼ ¿ «¼ · °«­ ª ½¼ ¿ ¢ ½´ ¨  µ À ¦ ³¨­ Á « ª½  ¼ ž ­ ½ · « à ¾ » ¥¿ ¥ ³ª ¾ Äž £Ÿ Ä Setting of the classroom ¹º » º ½³ ª ¬¨ ©±«³ ³ Æ ¬ ½© ¬ ¦¨©  ´ ¨³ ª ¬¨ Ç ±«©¨ µ  ­  ¦ ³ ¨­ Á «ª ½  ¼ È ¤  ´ ¨ © ±«³³¨³  µ ¿ ­ « ·¨ ¸ ³ª ­ ¨ª © ¬ ½¼  ¼¨ ±½¼¨ È » ¼ · ¹º » Ä ½³ «ª ª ¬ ¨ Æ ¨³ª ª ½ Ç  µ ª ¬ ¨ ± ½¼ ¨ È ¢ ¬ ¨ © ±« ³³ ¹º » Ä ¬ «³ ³«´ ¨ ´ ¨«³ ¥ ­ ¨´ ¨¼ª Æ ½ª ¬  ª ¬ ¨ ­ ³ È º ª ³ ± ¨¼ ¿ ª ¬ ½³ É ´ ¨ª ¨ ­ Æ ½ª ¬ Ê ´ ¨ª ¨­ µ  ­ ½ª ³ Æ ½ · ª¬ È ¢ ¬¨ ¬ ¨ ½ ¿ ¬ ª  µ ª ¬¨ © ± «³³­  ´ ½³ « ¦  ¥ ª Ë È Å ´ ¨ª ¨­ È ¢ ¬ ¨ ­ ¨ «­ ¨ ¨½ ¿ ¬ ª Æ ½¼·  Æ ³ « ª ª ¬¨ ³ ½· ¨  µ ª ¬ ¨ Æ «± ± È Â  ¥ ­ Æ ½¼ ·  Æ ³ « ª ª¬ ¨ ¼  ­ ª ¬ ³ ½·¨ « ¼ · ª ¬¨ ±¨µ ª «­ ¨ «ª ª ¬ ¨ ³  ¥ ª ¬  ¼¨ È ¢ ¬¨ ©±«³ ³ ­   ´ ¬«³ ª Æ ¨ ±Á ¨ ¿ ±«³³ Æ ½¼ · Æ ³ È ¤½Ì  µ ª ¬ ¨´ «­ ¨ «ª ª ¬¨ ¼  ­ ª ¬ ³½ · ¨  µ ª ¬ ¨ Æ «±± «¼ · ª¬ ¨ ±¨ µ ª «­ ¨ «ª ª ¬ ¨ ³  ¥ ª¬  ¼¨ È ¢ ¬¨ ­  ´ ½³ Á ¨­ à ¦ ­ ½ ¿ ¬ª ¦¨© « ¥³ ¨ ª ¬ ¨ ³¥ ¼ ±½ ¿ ¬ ª ½ ³ « ¦± ¨ ª  ³¬ ½¼ ¨ ª ¬­  ¥¿ ¬ ª ¬¨ Æ ½¼ · Æ ³ È ¢ ¬ ¨ ­ ¨ «­ ¨ µ  ¥ ­ ±«´ Ç ³ ª ¬« ª ¬ «¼ ¿  ¼ ª ¬¨ ­  µ È » Æ ¬ ½ ª ¨ ¦  «­ · © « ¼ ¦ ¨ µ  ¥ ¼ · ª ¬¨ ­ ¨ È ¢ ¬¨ ­ ¨ ½ ³ « ³± ½ · ¨ « ¦  Á ¨ ª ¬¨ Æ ¬ ½ ª ¨ ¦  «­ · ³ ½¼© ¨ ª ¬¨ ³ ±½ · ¨ Ç ­  § ¨ ©ª  ­ ¬« ¼ ¿ ¨ ·  ¼ ª ¬¨ ­  µ ½³ Ç ­  Á ½ · ¨· È ¢ ¬¨ ©±«³³ ¬«³ ³  ´ ¨ Ç ½© ª ¥ ­ ¨³ È ¢ ¬ ¨ à «­ ¨ Ç ½ ©ª ¥ ­ ¨  µ ° ­ ¨³½ · ¨¼ ª ¾ ¶ «­ ¥· « «¼ · Í ½ ©¨ °­ ¨ ³ ½ · ¨¼ª È » ³ « ··½ª ½  ¼¾ ª ¬¨­ ¨ ³  ´ ¨ ³ ª ¥· ¨¼ ª ³Î Æ  ­ Ï ¾  ¼¨ ª ¬ ¨ ±¨³³  ¼ ³ ©¬¨ · ¥±¨¾ « ¼· « ±³  ª ¬¨ ³ ©¬ ¨ ·¥ ±¨  µ ©±¨«¼±½¼ ¨³ ³ Æ  ­ Ï È ¤  ´ ¨ ª   ±³ µ  ­ © ±¨« ¼½¼ ¿ «­ ¨ « ± ³  ª ¬¨ ­ ¨ È ¢ ¬¨ à «­ ¨ ª Æ  ¦ ­   ´ ³¾  ¼¨ ·¥ ³ª ¨­ È » ±±  µ ª ¬¨ ª  ±³ «­ ¨ ±«½ · « ª ª ¬ ¨ ³  ¥ ª ¬ ¦«©Ï  µ ª ¬¨ © ±« ³³ ­  ´ È ¢ ¬¨­ ¨ « ­ ¨ £É ©¬« ½ ­ ³ « ¼ · ÄÅ ª «¦±¨ ³ È ¢ ¬ ¨ à · ¨³ ½ ¿ ¼ ½ ¼ ª­ « ·½ ª ½  ¼« ± Æ « Ã È » ± ±  µ ª ¬¨´ µ «©¨ ª  ª ¬¨ ¨«³ ª È ¢ ¬ ¨ µ ½ ­ ³ ª ­  Æ ©  ¼³½³ª³  µ ª ¬­ ¨¨ ª « ¦ ±¨ ³ «¼· «±³  ª ¬¨ ¼ ¨ ̪  ¼¨³ È ¢ ¬¨ ­ ¨ «­ ¨ µ ½Á ¨ ± ½¼ ¨ ³ µ  ­ ¨ «©¬ ­  Æ ¾ ³  ª ¬¨ ª  ª« ± ¼¥ ´ ¦ ¨­  µ ª ¬¨ ª « ¦ ±¨ ³ «¼ · ©¬«½­ ³ «­ ¨ È ¢ ¬ ¨ ·½³ ª «¼©¨ ¦ ¨ ª Æ ¨¨¼ ª ¬ ¨ µ ½­ ³ª ­ Æ «¼ · ª ¬ ¨ Æ ¬ ½ ª ¨ ¦  « ­ · ½³ « ¦  ¥ ª £ È Å ´ ¨ª ¨­ È ¢ ¬ ¨ ·½³ ª «¼© ¨ «´  ¼ ¿ ª ¬¨ ª « ¦ ± ¨ ³ ½³ « ¦  ¥ ª  ¼¨ ´ ¨ª ¨­ ³  ª¨«©¬ ¨­ ¬ « ³ Æ ½ ·¨ ³ Ç « ©¨ ª  ´  Á ¨ «­  ¥ ¼ · È ¢ ¬¨ ª  ª «± ¼ ¥´ ¦ ¨­  µ ³ª ¥ · ¨¼ ª ³  µ ª ¬½³ © ± «³³ ­   ´ ½³ £ ÉÈ º ª ©  ¼³ ½³ ª ³  µ Ä É µ ¨´ « ±¨ ³ ª ¥· ¨ ¼ ª³ «¼ · Ä Ÿ ´ « ±¨ ³ ª ¥·¨ ¼ ª ³ È ¹  ³ ª ± à ¾ ª ¬ ¨ µ ¨´ « ±¨ ³ª ¥· ¨¼ª³ Æ ¨«­ Á ¨ ½± È À ¼ ± à ª Æ   µ ª ¬ ¨´ ·  ¼  ª Æ ¨«­ ½ ª È » ª ª¬¨ ª ½´ ¨  µ  ¦ ³ ¨­ Á «ª ½  ¼¾ ª ¬ ¨ ³ª ¥ · ¨¼ ª ³ Æ  ­ ¨ ³©  ¥ ª ¥ ¼½ µ  ­ ´ È ¢ ¬¨ ª ¨« ©¬¨ ­ Æ  ­ ¨ Э ¨ · ¦ «ª ½Ï and black trousers. She also wore beautiful veil. The learning process 9.45 10.35 T2 opened the lesson with greeting. Then, she introduced me to the students. She said, Ñ efore startinn the lesson, Ò would like to introduce M iss Ó ri Ô She is a student of Sebelas M aaet University and wants to observe here . She continued with check the students attendance. Some of them were absent because of sick. She applied mixed language, English and Bahasa. Then, T2 showed some papers and she asked students to guess the name of the paper. Do you know what is it? Students answered, No. You, do you know this paper? She asked a student but he did not know it. The situation was rather busy since they tried to guess the name of the paper. Anyhow they looked happy with the situation created firstly. Without guiding, she mentioned the name of the paper, Origami paper. She described the function of it and when they got the material of it. After that, she divided the paper.Some.students said thank after T2 gave the paper. She asked students to observe the things in the classroom for five minutes. She said, Do you know what you must do? The students answered, No. Then, she said, Ok, please write down things in the classroom. Silahkan anda tulis apa yang ada di ruang kelas ini. I commit to user ÕÖ× give you five m inutes to do this Ø Ù ÚÛÜ Ý Þß àá Ý â ßÞ ã Þ ä Ýáå æ n Ennlish ? She answered, Ya, of course in English. The students tried to write down the things at their classroom individually. She moved around the classroom and checked the students work. Then, she said, Ok, I think that s all, time is up. Silahkan dikumpulkan, karena waktunya habis. She directly checked the task by reading some of them so fast. She did not ask students to discuss the result of their work. warming activity but it was not compatible with the material ç è é êë ìíî ë r ì sked students to observe the things in classroom. Probably teacher wanted to lead them to the material. ï nyhow the content of observing did not fit with the material that day. ð n my opinion, teacher should provide the text which equal to the topic. So, students get the depiction of the material which they are going to learn. T2 continued the activity by reviewing the previous lesson. Ok, the last meeting we have discussion about what material , kemarin sudah membahas apa? How to introducing selfand how to introdung others. Ok, now saya ingin memberikan materi lanjutan mengenai introducing self and others. She, then, informed the material learnt at that day. She also told students that the technique she applied was jigsaw. She still applied mixed language.She stood up when informed the learning material which learnt that day. T1 asked students to make a group of six. After that, T1 divided some envelops for each group. Ok, please open your envelope, please write down your group. Read the text whichyou took from envelope. Sekarang saya beri kesempatan untuk membaca teks yang andamiliki selama 10 menit. .. The students read the text seriously although there were some of them looked not serious to observe the text. While the students were observing the text, T1 wrote some difficult words on the whiteboard. T1 moved around to check the students activities and reminded them that all of the students had to read the text and were allowed to open dictionary if they found difficult words. Then, she asked students, Have you finished to read the text? Apakah sudah selesai membaca teks? Students answered, Sudah. Ok, now please attention to the words at whiteboard. There are many difficult words. Itu ada beberapa kata yang sulit ya. Saya ingin anda bisa membacanya dengan baik. Now, please follow me the difficult words. Then, she guided students to pronounce the words. The students read the words together by following her. After completing pronouncing the words, T1 asked students to find out the meaning of them by matching the words with Indonesian equivalents. She said, Sekarang anda cari pasangan dari kata-kata sulit tersebut. Please you find the meaning of the words, number one until number nine. T2 informed that all the words were found in the text. The students did the task collaboratively. T1 did not give particular time to complete it. She directly asked any group to deliver their findings. Ok, please you raise hand. Please you raise hand. Then, one of the students raised her hand and answered, Penpal, sahabat pena. T2 agreed with the answer and say, Ok, good. Ya, betul. Group 1, 2, 3? One of the group answered, unfortunately I could not catch the answer. There were three groups delivered the meanings they found. The teacher directly gave her agreement. For the next vocabularies, the students needed time to find the meanings. They looked confused and had difficulties to complete the task. Recognizing the situation, T1 guided students to find out the answers by reminding that they were able to open dictionary. Ok, jika anda mengalami kesulitan, anda bisa mencarinya dalam kamus. After few minutes, there were no groups gave the answers. Then, she helped them to find out some meaning left. Together with commit to user ñòó ô õ ö÷ø ù õ ôú ô û ø ü ýõ þû ø ÷ õ û ø ÿ ÷ ô ÿ õ û õ û ø ø ö ý ø ù õô ü ø ô õ ö÷ ø ùõ ô ýù ôÿ ø ø÷ ú ô ü ø ÿ ø ø ö ô õ ø õ õ û ø ýù ôÿ ø ù û ÿ ú õ û ø õ ý ô ûý÷ ù õ øø ù þ ü ø õø ÷ xt in envelope was good effort to break the students attention and curiosity. This modification was accepted. n observing, teacher did not provide observation list worksheet to make students easy to get the purpose. The language feature emerge was pronunciation and vocabulary. ommunicating in the sense of spoken communication happened. Questioning was also done since teacher gave vocabulary building for students. ü ø õ ù õ û ø õ ý ô ú ô õ ö ÷ ø ù õô ÿ ø ø ø ü ù÷ ø ÷ õ û ýõ õ û ø ûý÷ ý ø ý÷ õ õø õ ý ù ÷ õ ø ÷ õ öù÷ø ô õ ý ù÷ õ ûø þ ùõøùõ õ ô ù ô ö÷ ýû ý÷ ý þ ùõ û ü ø ù ø ù ý ü ý ù ÷ ø ý ÷ ýù ÷ ø õ ý ø÷ ù ü ýõ ù öù õ ö ý ý ý û ø õ ýü ý ú ô ûø ô ý ÷ û ø þ ùõ ùö ø ÷ú Nanti anda cari main idea dan detailed information pada paragraph berikutnya. Then, she chose one of the students to read the first paragraph. She directly checked the incorrect pronunciation. After that, she read the example from the book for the first paragraph, anyhow she did not explain the way to find the main idea and detailed information of the text. She stood up in front of the class. Sekarang, now please find the main idea and detailed for the next paragraph. Anda cari main idea dan detailednya seperti contoh. Anda tulis di lembar observasi itu. . She did not give exact time to do the duty. Students looked so serious to complete the duty. They shared with their friends in group. They applied bahasa, sometimes mother tongue to communicate. Teacher moved around to check the students work. Waiting for the students worked, she repeated the meaning of some previous words. Recognizing that they had not already completed their work, she extended the time. She said, Ok, saya akan menambah waktunya lima menit ya. Saya langsung tunjuk saja, karena anda masih memiliki waktu lima menit, jadimasih ada waktu untuk persiapan presentasi hasil. She, then continued to give each group a duty. Kelompok satu mengerjakan paragraph 4, kelompok 2 mengerjakan paragraph ketiga, kelompok 4 paragraf 2 etc. She then said, Pada saat kelompok satu presentasi, kelompok lain tolong mencata apa isi presentasi kelompok satu. Ini harus ditulis karena nanti di akhir akan ada review. R The shift of observing, experimenting and associating were not so clear. The process of experimenting emerged together with observing. ere, teacher only gave one text which was applied. She did not give another learning source to reference and she also did not guidance about how to do the task. Probably, she thought that students had to be done the task by their own selves. think the depiction is still necessary as the guidance. ssociating was missing. She did not ask students to compare or sort out the information about introduction. The language skills emerge were reading, listening, speaking, writing. Then, T2 chose one of the group to present, Ok, silahkan maju kelompok 4, yang lainmencatat isi presentasi. One student from group 4 presented the work. The students listened seriously and noted the content of presentation. Group 4 had completed the presentation and the students gave applause. Then the next group presented the work, etc. T2 always asked students to give applause after presentation. Then, without giving feedback to their works, T2 asked students, Silahkan sekarang anda simpulkan mulai dari paragraph satu sampai terakhir. Saya beri waktu 5 menit. Apa saja main idea commit to user paragraph satu sam pai lim a dan apa detailed inform ation m ulai paragraph satu sam pai lim + , -. 01 234 56 78 79 8 :7 2 302 6 ; 3 = 8 : 7 8 ; 9 7 0 8 2 3 667 2 8 7 9 ? 30 8 3 8 : 7 2 6 - ? 3 34 A -B 79= C D B = 03E ;F4 8 8 : 7 E 3 ? B 3 G 3 ; ? 1 ? 3; 5 ? 308 3 8 : 7 2 6 - ? 334 H -E - B 7 0= G - = 5 7 B 7? I -- 0 G - J K 8 7? 8 : - 8 A -B 79 8 ;970 8 8 3 ? 7 . 7 E 8 :7 6 7 30 8 :- 8 9 -G L : 7 - 9= Ok, now, kita sekarang simpulkan mengenai pelajaran hari ini. Then, she together with students concluded the material about introduction. She asked students to write down their reflection. It consisted of the conclusion of the learning that day and problem they had during the learning process. The bell rang and T2 closed the lesson shortly. M N O P Q RSTT u Q U RV t U Q W st X

p, teacher asked them to present the work.