R : Deal then? Do you have any difficulty when making
questions from the given picture? Deal ya? Kalau membuat pertanyaan dari gambar yang
diberikan mengalami kesulitan nggak? S3
:
It’s easy in Bahasa Indonesia, ma’am. But, we have difficulty in writing the questions in English.
Kalau pakai bahasa Indonesia nggak sulit Bu. Tapi kita susah buat nulis pake bahasa inggris.
InterviewS3C1
Moreover, students have good comments about the activity of DRTA. They said that the strategy helped them in understanding the
text. They were able to visualize and make sense of the recount texts by guided with some questions to make predictions as exemplified in
the following interview transcript. R
: By making predictions just like we did today and on Tuesday, do you think you are more understand about
the text?
Dengan membuat prediksi seperti tadi dan selasa kemarin, Rezqy jadi bisa lebih paham teksnya apa engga?
S1 : Ya.. I knew more what the text is about. Who the
characters are. Why, where it happened, something like that.
Ya.. jadi lebih tau Bu teksnya tuh tentang apa. Siapa saja orangnya. Kenapa, dimana terjadinya, gitu-gitu Bu.
InterviewS1C1 They also gave some suggestions for the next meeting, such as
changing the members of the group and playing games or watching videos. These suggestions might bring some new modification for the
next meeting as described in the next discussion of the implementation of cycle 2.
2. The Implementation of Cycle 2
Similar to the first cycle, cycle two also had two meetings. The discussion of the second cycle implementation covers the planning of the
action that was based on the first cycle reflection, the actions and observation during the lesson, and the reflection of cycle 2. The detail
description about them is presented as in the following.
a. Planning
Considering the reflection of cycle 1, the researcher found that there were some points of actions that were still weak and had to be
improved in cycle 2. The researcher and the collaborator paid attention not only to the weak points of the lesson but also the strong
ones. The strengths were about the use of power point presentation, pictures, and key words that can help the students to pay attention
and activate background knowledge during the teaching and learning process. The weaknesses relate
d to the students’ lack of vocabulary that hindered them in understanding the questions and the students’
difficulty in distinguishing the present and past form of a verb. T
he students’ suggestions about making new grouping and playing games or watching videos were also taken into account.
However, the new grouping could not be done for the sake of time- saving.
She determined to provide a game in the form of puzzle game. This puzzle consists of the past form of some verbs in the text that
the students would read in the first meeting of cycle two. The first meeting of cycle two was the directed reading thinking
acti vity with a new recount text entitled „My Horrible Experience’
and a new picture. The second meeting was reviewing activity. In this meeting the researcher intended to review the whole meetings
from the cycle 1 to the last meeting of the DRTA implementation. She wanted to deepen and strengthen the students in overcoming the
reading problems especially in finding the main idea and detail information that mainly related to the comprehension skill.
Another modification of the action was the researcher and the collaborator that planned to invite the students more in sharing their
opinions and suggestions openly in the class. Here, the researcher expected to build positive atmosphere between the students and the
teacher by welcoming any questions, opinions or suggestions during the teaching and learning process.
b. The Actions and Observation in Cycle 2
In the second cycle, the actions were carried out in two meetings. The cycle two was conducted two weeks after the first
cycle. It was because there was a school examination for the ninth grade students so the seventh and eight grade students should study
at home for a week and it was followed by a study tour for the eight
grade students. The schedule of the cycle two is presented in the following table:
Table 7: The Schedule of Cycle 2 No.
Day and Date Material
Exercise
1. Tuesday, April
9th
th
2015 A recount text entitled
My Horrible Experience TrueFalse task
consisting of ten items
2. Saturday, April
13
th
2015 A recount text entitled
Lucky Coupon and review
Multiple choices
consisting of 10 items
The detail explanation about cycle two is presented in the following discussion.
1 Meeting 1
The first meeting of cycle two was held on April, 9
th
2015. The researcher began the lesson by greeting the students,
checking their attendance list and setting the students to sit on their group. Some students complained why they did not make
new groups so the researcher explained that it was for time saving.
Then, she continued by reviewing the actions in cycle 1 and sharing opinions with the students. The students were given
the opportunities to share their opinion toward the first cycle. Most of the students had positive comment about the teaching
and learning processes in cycle one. After that, the researcher invited the students together to
review the actions in the previous cycle. She prepared the slide show and distributed the puzzle for the students. Every student
had to find the six verbs in past tense form and wrote them down in the white board.
After 5 minutes, the students were enthusiastically volunteering to write the verb in the white board. To prevent a
chaos, the researcher decided to invite the representative of each group to write the verbs, one group for one verb as
demonstrated in the excerpt field note below.
Ss berebut untuk bisa maju dan menuliskan temuan
mereka. Agar tidak terjadi keributan, R memutuskan bahwa
setiap kelompok hanya boleh mewakilkan 1 anggota untuk 1 kata.
Ss wanted to come forward and wrote down their findings.
To prevent chaos, R decided that each group was allowed to send only one representative for each word.
FNC2M1
And because there were five groups only, there was still one verb remained. No group could find the word in the puzzle. So,
this time, the researcher asked everyone who could find it
