54 because this reseacrh focused on improving the students’ ability in
writing recount text. Therefore, the researcher was only given limited time to conduct the research. She prepared the materials
according to the students’ needs, interest, and the curriculum applied in the school since they focused on the explanation texts. She
preferred applying the text-based syllabus design in the teaching and learning process. This syllabus led them to construct a text, to be
able to work both in pairs and individually, and to enlarge their writing skills. The description of the actions is as follows.
a. First Meeting
The researcher conducted the first meeting on Tuesday, January 28 2014. She began the class by greeting the students. After she greeted
them and had a little talk with the students, she then checked their attendance. Then, she gave some questions directly about their past
experience to stimulate the background knowledge of the students about the material. Then, she gave them a recount text entitled Holiday in
Jogja. They firstly read the text by themselves. After that, they had to fill in the blank coloumns in the worksheet given by researcher. In this case,
they worked individually. They looked serious in doing the task. It is described by the following field notes.
55 The next activity was to read a text entitled
Holiday in Jogja . The students had to
fill the blanks coloumn in the worksheet given by researcher . They began to read
by themselves. They opened their dictionary to help them in finding the words meaning. There were some students who asked the researcher when they did not
find the meaning appropriately.
Field notes 4, Tuesday, January 28 2014
After they finished doing the task, there was a discussion on the answers. After it was done, the next activity was to have a discussion on the whole
text. The students and the researcher studied the text together like identifying the tense that is Simple Past Tenseand the generic structure of
the text. She led them to recognize recount texts. The students were expected to be familiar with how to write the orientation, the events, and
the reorientation. The transcript below showed how she explained the materials.
Researcher explained everything about recount text then. The researcher explained the social function, the generic structure, and the linguistic
features. Most of the students were paying attention to the R.
Field notes 4, January28
th
, 2014
After the text was discussed, the researcher gave them another exercise. It was done in pairs. In this case, they had to complete a recount text
using the appropriate words provided in the box. When the students were doing the task, she moved around them. She just intended to know
whether the students understood about the material. After they finished doing the task, they wrote their answers on the whiteboard. A student
wrote one of the answers. There were nineanswers actually, while there were thirty-one students in the classroom. She did not call on them one
56 by one but she just directly offered the students to go in front. They were
very enthusiastic to write down their answer on the whiteboard. After all sentences were shown on the whiteboard, she began to correct
them one by one. She involved the students to correct the wrong sentences. Then, they corrected their own work on their own seat. The
situation in the classroom was noisy by having this task. They had a discussion with their friends. The description of the situation is as
follows. While they were doing the task, some students asked R about simple past
tense. They still found difficulties to distinguish the verb which regular or irregular verb. The situation in the classroom was busy because the students
discussed with their partner.
Field notes 4, January28
th
, 2014 The field notes above show that the students were noisy in the classroom
while they were discussing the task with their friends. Even they walked around the classroom to ask for some information. It was obvious that the
situation in the classroom was busy. After she finished correcting the students’ sentences on the whiteboard,
the researcher defined the result was good enough. Most students did the task well. They could complete the recount taxt using the appropriate
words. However, some of them still made some mistakes. Related to the mistakes they made, she tried to explain more. The following field note
showed what happened on that day.
57 After the students wrote their answers on the whiteboard, R checked their
answers. Almost the students could complete the text well. However, some of them still made simple mistakes. They still confused in choosing the
appropriate words to complete the text. Then R explained more about it.
Field notes 4, January28
th
, 2014 Around the last ten minutes, she gave them the summary and the feedback
about the materials given on that day. She checked again the students’ understanding on the materials given.
b. Second Meeting
