first draft during praise-question-polish. In the middle of the discussion, the teacher would implement three-minute-review to let the students ask
clarifying questions or give the students a clear reminder of their mistakes. This was hoped to make the students more aware of their common
mistakes.
b. Action and Observation in Cycle II
1 First Meeting
The first meeting of Cycle II was conducted on Saturday, April 19th 2014. The class started at 07.02 a.m. as the bell rang. The research
came in the class along with the collaborator. She greeted the students and led the prayer. All the students were present and ready to start the lesson.
They were quite noisy since they asked for movie on the previous meeting. The students were kind of tired of such reading tasks, so the researcher had
prepared some music and movies for them. The researcher let the students listen to the original soundtrack of Frozen. They took out a piece of paper
and wrote down how they felt at the moment. They listed about four or five adjectives. Some of them were familiar with the songs as they sang
along with the songs. After that, some of the students shared their feelings while listening to the music. Some of them felt touched, relaxed, happy,
sleepy, and beautiful. After that, they moved on the next tasks in which they had to watch the Frozen movie and identify the elements in the
narrative such as who the characters are, the problem they had, and how
the story ended. They worked in the same group as the previous meeting as the requested. They were enthusiastically watching the movie. The
researcher kept monitoring every student while they watched the movie. The female students tended to write the important things in the movie. The
male students seemed really into the movie as they tended to focus on watching. After the movie ended, they sat with their group members and
discuss about the elements from the movie. Group two, three, and four had done identifying followed by group one and group five. All of the groups
had done the task very well. They were able to mention the characters and identify the events they watched in the movie. Even the male students
sometimes told jokes by singing the songs they heard in the movie, they also enjoyed and got the idea of the organization. Overall, the students had
no significant problem in organization.
2 Second Meeting
During the second meeting was done on Saturday, April 26th 2014. As usual, the bell rang at 07.02 a.m. The researcher and the collaborator
were ready to carry out the next activities. They came in to the class and were greeted by the students. The researcher led the prayer and checked
the students’ attendance list. There was none missing. On that day, the researcher moved on to the next task which dealt with the language
features that had not done in the previous meeting. The students read a passage of narrative text. They had to revise a piece of writing that
contains some errors such as verb, capital letter, spelling, punctuation, and
the like. In changing the correct verb form, they seemed to have no difficulties as they could consult and look for the words in the dictionary.
The male students from group four once made sure that he was doing it right. “Miss, be have to be changed into V-2?”“Miss, is this right? were?
There were two twins?” Afterwards, the students sat with their buzz group to create their
own version of the resolution of the Frozen movie. Group one, two, three, and five ended it happily while group four made it sad ending. When the
students had done their first draft, the researcher asked them to exchange their draft with their group members and ask them to give feedback. She
told the students to check the spelling, mechanics, the language use, vocabulary and the content. However the students still found it difficult
when they had to give feedback on their friends writing especially for the language use and vocabulary. So the researcher helped them to give
feedback and explained the common mistakes they used to commit. This is very useful for them, and raised their awareness of the common mistakes.
When the time was about five minute left, the students were still busy revising their drafts. So, the researcher could not manage to review the
lesson again.
3 Third Meeting
The researcher carried out the third meeting on Monday, April 26th 2014. She came along with the collaborator around 06.50 a.m. then waited
till the bell rang at 08.00 a.m. then came in the class. The researcher
greeted the students and led the prayer. Before having the students working on the independent construction, the researcher reviewed what
they have learnt about narrative text. She also showed the common errors or mistakes of the students in writing. So, she told the students that they
would better aware of the mistakes. Afterwards, the researcher asked them to think of a short narrative story. They may have the same story they
wrote before. Each student’s score would affect the average of their groups’ score. At the end of the lesson, the group that had the best score would get
a reward. If they showed a significant improvement, the researcher would consider making it in only two cycles. The researcher did interview with
the students and the collaborator after they had done writing their draft.
c. Reflection
After implementing Cycle II, the researcher and the collaborator evaluated the process of the implementation of cooperative learning
through some discussion. These reflections were used to fulfill the democratic and dialogic validity mentioned in the previous chapter.
1 Providing Music and Video and Grammatical Exercises
The students had expressed their thought about the activities carried out during the teaching and learning process. In the previous cycle,
they revealed that there were too many tasks and wanted to watch some movies instead of reading the narrative texts. Then the researcher had
