Planning of Cycle II

93 4: 10 R bertanya, “Apakah kalian pernah camping?”„R asked, “Have you ever been camping?‟. Sebagian besar S menjawab „Most of the students replied‟, “Yes Miss”, “When kelas VII” „When were we at grade VII‟ ―Di mana campingnya?” tanya R ‗Where was the location?, asked R‘. S secara serempak menjawab, “Di Kaliurang Miss” „In Kaliurang Miss” answered S‟. Kemudian R bertanya „R asked‟, “How was the camping? Was it enjoyable, challenging, or interesting? ” S secara bersahut- sahutan menjawab “Of course Miss, very enjoyable”, “Pokoknya seru deh Miss ”„ Of course Miss, it was very enjoyable, replied S‟. AP-A FN11P 143 The quotation of the field notes above indicated that the students were interested in the topic. When they were asked questions related to the term ―camping‖, they were enthusiastic in answering those questions. It was because the students were familiar with the topic and they had experiences about camping. As a result, the students felt at ease in answering those questions. Then, the researcher asked the students more questions related to the topic. The students were a sked such questions as ―What do you usually need in camping? What do you usually do in camping?‖ In asking the questions, sometimes, the researcher made some jokes in order to break the ice. Besides, the researcher wanted to get the students‘ attention from the very beginning of the lesson since the students were considered as noisy students in comparison to the students from other classes. Therefore, the researcher needed to get the students‘ attention in order to make the teaching learning process to be successful. 94 The same as in Cycle I, in this meeting, the researcher used slides which contained some pictures as the media of Schema Activation Strategy. However, the pictures in Cycle II were clearer, more varied, and more detail in comparison to the pictures in Cycle I. Besides, the pictures were closely related to the text. They contained some activities which mostly appeared in the text. It was different from the picture for recount text in Cycle I. The picture was less clear since the size was not big. Besides, the activities appeared the pictures were very limited so that the students could not explore the picture deeply. The use of pictures in Cycle II made the teaching learning process became more interesting. The picture could be seen below. Figure IV: The picture which is used to build students‟ interest and attention in cycle II In accessing prior knowledge and exploring keywords, the researcher still used a picture as a media. By asking some questions related to the picture, the researcher stimulated the students to access their previous knowledge about the topic. Besides, she also asked questions about the students‘ experiences related to the picture. They were asked such questions as: ―What do you see in the picture, What is tenda in English? What is api unggun in 95 English? What did you usually do when you arrived at the campsite?‖ The students were very enthusiastic in answering those questions. However, the class became noisy at the time because almost all of the students tried to answer the questions at the same time. In answering the questions, the students used mixing language, English and Bahasa Indonesia. The researcher along with the students tried to explore the picture deeply. They discussed the picture in detail. In Cycle II, discussing the detail of the picture had a bigger portion than in Cycle I. The next activity was exploring keywords. Still the same as in Cycle I, the researcher used the picture as the media in exploring keywords. However, in this step, the researcher made an improvement. The researcher conducted a vocabulary game to improve the students‘ engagement and the students‘ vocabulary related to the topic of the day. It was also aimed at making the teaching and learning reading became enjoyable. In this activity, the students were divided into four groups based on the rows in the class. After that, each group was asked to think of words andor things related to the picture and the topic as many as possible. Then they were invited to come in front of the class randomly so that all of the groups had to get ready. Each group was given five chances. In each chance, each group had to write two wordsthings related to the picture and the topic. Other groups were not allowed to write the words or the synonym of the words which had been written by other groups. After that, the researcher and the students discussed the words that had been written. The researcher corrected the spelling and checked whether those words were