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5 Approaching them or being closer to them and giving more assistance, and attention to them and giving more opportunities to the students to have
interaction between them students- centered.
3. Implementation of the action
Based on the result of reflecting and evaluating the implementation of the first cycle, the writer arranged the action plan for second cycle to improve and
enhance the students’ English competence, especially in writing procedure texts. In this part, the researcher divided the action into four phases, namely: 1
Building Knowledge of text which engaged the students into the topic: 2 Modeling of Text which engaged the students to investigate the structural pattern
and generic structure of the model of the text-type: 3 joint Construction of text, the students worked in pair or group: and 4 Independent Construction of Text,
the students worked independently to construct text-type. These four phases were done in 240 minutes which was divided into three meeting. Each meeting was
conducted in 80 minutes.
a. First Meeting
In this part, there was a set of activities done by the researcher dealing with the teaching-learning process as mentioned above. They were Building
Knowledge and Modeling of Text. The detailed elaboration was as follows:
1 Building Knowledge of Text
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It was March 2nd, 2011, at 07:00 am. The bell rang at the first period. The researcher and his collaborator entered the classroom. The researcher started the
lesson by asking their condition: Teacher
: “How are you today?” he asked Students
: “We are OK”, they replied. “What about you, sir?”, they asked.
Teacher : “I’m fine, too”, he said.
Afterwards, the researcher checked the students’ attendance by asking them whether or not there was somebody absent today. They replied that there
were two students absent. They were sick. The teacher, then, tried to check their understanding of a procedure text by asking them some question randomly. Most
of the students tried to answer the question. Surprisingly, their answers were mostly correct: it showed that they still had a good understanding. Before
continuing the lesson, the researcher also gave the students opportunities to ask some question, nobody asked. Afterwards, the researcher engaged them to the
topic that would be going to be discussed in the class that was about how to make an apple juice. Then, the researcher asked some question relating to how to make
an apple juice. First of all, he predicts words that should be filled with the related with the Picture Series PS. The researcher asked the students to observe and
mention the things on the table to fill in the picture since he brought all things needed to make a glass of apple juice. Then, the researcher asked the students to
mention the goal, materials they needed to make it. Afterwards, he wrote the students’ answers on the backboard. Next, the researcher asked them to mention
the tools they needed to make it, then the teacher match the students ‘answers
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based on the picture series. Finally, the researcher asked them to mention the steps they had to do make it. After adding the words related to PS to make a glass of
apple juice, then, the researcher and the students tried to mention the words based on the PS given to be a procedure text.
2 Modeling of Text In this part, the researcher asked the students to list the words of the text
above and to classify them according to each picture. Then, based on the text above, the researcher started to explain what would be discussed. Firstly, the
researcher explained what a procedure text was. Then, he explained the function of a procedure text and is generic structure. He also asked them to mention the
generic structure and the function of procedure text in order to check their understanding what they had learnt in the previous meeting. Surprisingly, the
students were able to mention and explain it clearly. The researcher felt very delighted to have such kind of situation. It made the teaching-learning ran
smoothly. The researcher stopped when the researcher heard that
the bell rang
. It was time for them to break. The researcher reminded them to study harder at
home before he left the class, then he ended the class by saying good bye.
b. Second Meeting
