4. 1. 2. 1 Cycle 1
The first cycle took two meetings to finish the materials. The first meeting topic was about was and were, and the second meeting topic was about regular
and irregular verbs in past tense. The first cycle was conducted in March 2016. The lesson was lasted for about 80 minutes. The researcher had prepared the
material first before the researcher came into the class. The students looked anxious with the material that the researcher would teach on this day because the
researcher had explained in the previous day that non-projected visual media would be used in the teaching and learning process started from this day.
Today’s material was about was or were in past tense because in the syllabus, the next
materials should be taught in second semester were narrative text and recount text, therefore, learning past tense would be the basic of the lesson that the students
needed to master before learning more about narrative and recount text since the basic grammar of those materials was past tense.
The researcher started the lesson by revising the previous lesson then the researcher began the presentation. The researcher put some pictures of public
places on the white board. Then the researcher asked the students to observe the pictures and found out the situation happened in the picture. For example, the
picture of the school. The researcher asked, “Where was Anton yesterday?”. The students answere
d, “school.” The researcher corrected the students’ answer, “Anton was at school.” The teacher asked another question, “How was the
school?”. The students did not know the meaning of the question so they did not answer the question. After the researcher gave more elicitation such as, “Was the
school crowded? Were there many people at school? Was there a teacher in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
classroom?” Then the students began to answer the questions with “yes” or “no”. Then the researcher
completed the students’ words by saying “yes, it was” or “no, it wasn’t”.
After the presentation finished, the researcher gave a hand out to the students. On the hand out, there were some pictures that the students had to
describe using was or were. The researcher walked around the class to check the students’ work. Some students looked motivated in doing the written exercise
while other students still looked confused to describe the situation in the pictures. The researcher tried to help by giving more vocabularies in adjectives.
The researcher thought that at least the students already mastered some adjectives but in the reality they had almost zero knowledge about adjectives. It
made the researcher had to work harder by introducing some familiar adjectives such as crowded, noisy, quiet, dirty, clean, etc. After the researcher introduced the
adjectives, the students could do the exercise a little by little. However, there were some students that looked lazy to do the exercise and they chose to walk around
and copied their friends’ work although the researcher had warned them to do the exercise by themselves.
After the students finished doing the exercise, the researcher discussed the answers with the students. The researcher asked the students to read the answers
one by one. Some students still found some difficulties in pronouncing the words. Therefore, the researcher had to give the examples over and over again. The
students who found some difficulties in doing the exercise and pronouncing the words looked bored with the written exercise
and they listened the researcher’s explanation lazily.
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