66 expression of writer’s feeling, personal comments, etc.” But the students were
complaining that they did not understand the researcher explanation. Then, the researcher explained the social function, generic structure and language features
of recount text in Bahasa Indonesia. The researcher and the students connected the generic structure of recount text to the story given. The researcher asked the
students whether they have understood the material or not. The students said they have understood the material.
After that, the students were asked to underline the verbs in the text given. The students were allowed to use dictionary and have discussion with their friend.
After the students had finished their work, the student were asked to read a sentence of the text and showed the verb of the sentence. All students had known
the meaning of the verbs. Then, the researcher asked the students “What do you think about these verbs? Look at these verbs ran, took a bath, coked, and wore.”
The students seemed confused, so the researcher explained past simple verb in Bahasa Indonesia. Since the students had limited English mastery the researcher
had to use Bahasa Indonesia a lot in the teaching and learning process. Sometimes the researcher had to translate what she said to Bahasa Indonesia. Then, the time
was up and the researcher said they will continue the lesson in the next meeting. The researcher summarized the material and gave students chance to ask question.
None of the students asked question and the researcher closed the class.
67
b. Second meeting of Cycle 1
The second meeting of Cycle was conducted on Tuesday, January 20
th
2015. The teaching and learning process started at 07.15 a.m. The researcher and the English teacher entered VIII A classroom. The English teacher sat on the back
of the classroom and the researcher started the teaching and learning process. The researche
r began the lesson by greeting, asking students’ condition and checking students’ attendance list. One students was absent in this second meeting of Cycle
1. The researcher reminded the students about last meeting material by addressing some questions such
as, “What is recount text?” “Do you still remember about orientation, event, and re-
orientation?” All students still remembered recount text material from the last meeting.
After that, the researcher presented a series of pictures by using LCD projector. The students were asked to observe the series of pictures. The students
seemed interested in the series of pictures. Then, she encouraged the students to ask questions about the pictures “What comes in your mind after seeing these
pictures?” “Do you have any question about these pictures?” “Or, are you curious about these pictures?” Some students answered in Bahasa Indonesia “Siapa itu?”
“Itu cewe apa cowo, Miss?” “Dia kenapa itu?” The researcher and the students discussed the story of the series of pictures together. Almost all of the students
could guess the story, but some other could not. Some other students were busy playing and talking to his friends. The researcher could get their attention back by
telling the story of the series of pictures. Then she said that the story was included
68 in recount text type. She told the students the difference between recount text and
narrative text. Next, she asked the students to re-open the text from the last meeting. The
researcher asked them about the form of the verbs in the text. All students answered that those were past verb “How did you know?” “There are –ed in the
end of the verb.” “Oh, really? Then, how about went? What is the meaning of „went’ in Bahasa Indonesia?” “Pergi.” “So, what is the basic verb form of
„went’?” “Go.” “Then, why the past verb of „go’ is „went’? Why is it not „goed’?” All students seemed confused but one student said that it was irregular verb. Then,
the researcher explained regular and irregular verb to the students by referring to the verbs in the text and giving other examples. She also explained the use of time
connector to the students. After that, she reminded the students about social function, generic structure and language features of recount text. The researcher
and the students discussed the story and the generic structure of the text. She gave students chance to ask question. None asked question.
After that, the students are asked to do a group work. Each group had five members. They had to re-arrange jumbled words into correct sentences by
sticking the words into the board. Once they had finished, they had to quickly put their answer in the white board. There were prizes for the fastest group. It was a
combination between grammar exercise and game. All students seemed excited and actively involved in joining the activity. They were busy discussing the
answer with their group members and rushing to be the fastest group. The bell rang right after the students had completed the task. The researcher told the
69 students that they would discuss the answer in the next meeting. The researcher
summarized the material and gave the students chance to ask question. Since there was no question, the researcher closed the class.
c. Third meeting of Cycle 1
The third meeting of Cycle 1 was conducted on Monday, January 26
th
2015. The teaching and learning process started at 10.10 a.m. The researcher and the English teacher entered VIII A classroom. The English teacher acted as
collaborator and sat on the back of the classroom. The researcher acted as teacher starting the teaching and the learning process in front of the classroom. The
researcher opened the lesson by praying, greeting and checking students’ attendance list. One student was sick, so she was absent at that day. The
researcher asked the students the material in the last meeting in Bahasa Indonesia. The students answered in Bahasa Indonesia too.
Then, she asked the students to write their last meeting task in the whiteboard. The researcher and the students discussed the answer together. She
gave prizes to the students with correct answer. Some students still had difficulties in constructing sentence. There were two groups that had confusion in subject and
verb agreement and adverb. However, they were interested in this activity. The researcher reminded the students about simple past tense material by using the
sentences in the whiteboard. The researcher asked the students whether they had question related to recount text or simple past tense material, but they said no.
She continued the teaching and learning process and provided the students with a simple recount text entitle „I Thought You Were Andy’. She asked the
70 students to read carefully the text, analyze the generic structure and answer the
comprehension questions. The students still remembered the generic structure of the recount text. The students were given 30 minutes to do the assignment and
they were allowed to use dictionary. The researcher asked the students who did not have a dictionary to borrow it in the library. She walked around the classroom
and helped students in doing the assignment. She had to give additional time because some students had not finished their assignment yet.
After all students had finished, the researcher and the students discussed the story and the generic structure of the text. Only a few students joined the
discussion. Some others were busy talking and playing with their friends. Then, the researcher asked the students to write their answer of comprehension
questions in the whiteboard. As a prize, she would give one snack to whoever that wanted to present their answer in the whiteboard. She also gave two snacks for the
students with correct answer. The researcher spoke loudly so the students would hear and pay attention. This strategy worked and some students willingly
presented their answer in front of the class. The researcher and the students discussed the answer together. After giving the prizes, the researcher gave the
students chance to ask question related to recount text material. None of the students asked question.
Then, she provided the students with jumbled series of pictures. The students were asked to re-arrange the jumbled series of pictures into correct order.
All of the students could do the assignment easily but some of them had confusion over which one came first between taking a bath and tooth brushing. After that,
