Planning The Report of Cycle 2

81 In order to develop the skill of finding the main ideas of paragraphs, the researcher and the collaborators discussed the activities that would possibly be used during the teaching and learning process. They decided to use the Ideas- sketching activity Visual-Spatial intelligence technique and the Jigsaw activity Bodily Kinesthetic, Interpersonal, Linguistics intelligence technique to develop the students’ skill. Both of the teaching techniques, in the researcher and the collaborator’s opinion, would be good activities for students developing their skill. It was because both activities ask the students to get main idea of each paragraph before they could finish the activities. These activities were also expected to broaden the teacher’s knowledge of teaching techniques. Meanwhile, the other skills were still used in cycle 2 but not as the major focus of the actions. Furthermore, the researcher would only review the grammar knowledge to the students in each meeting. However, the researcher would still develop the students’ vocabulary knowledge. Based on the discussion with the teacher, the researcher would still use the previous teaching techniques that were using picture, music-video, and Socratic-questioning teaching techniques. 2 promoting group discussion to improve the classroom interaction between the teacher and the students and among the students and the students’ participation. In the previous cycle, the group discussion has successfully rebuilt the rapport between the teacher and the students and among the students and triggered the students to get involved. However, the implementation of the actions was once considered not quite successful. The researcher, according the collaborator, has 82 not mastered the classroom management technique. Therefore, in cycle 2, the researcher would be wiser while dealing with the students. She would not grouped noisy students with the other noisy student. The researcher had asked the teacher about the information related to the noisy students. The researcher would change the students’ group if they became noisy. It was done so that the students would remain calm and not noisy. Before conducting the actions, the researcher also made the lesson plan and the research instruments. The lesson plan was made based on the discussion between the researcher and the collaborator about the actions in cycle 2. Meanwhile, the research instruments consisted of observation sheet for the teaching and learning process and interview guide. The instruments were same as the previous one.

b. Action and Observation

Due to the limited time given by the school, this cycle was carried out in 2 meetings. They were conducted at November 18 th and 19 th . The topic was still Recount text. The learning objective was the students can comprehend the Recount text. The description of the implementation of the actions in cycle 2 was as follow: 1 Meeting I In the first meeting, the teacher began the class with greeting and checking the students’ presence. One of the collaborators came late. After apologizing, the collaborator took seat and observed the teaching and learning process. 83 That day lesson topic was still Recount text. The teacher tried to attract the students’ attention by showing two pictures to them. The pictures were related to the next text. They were the picture showing two persons going fishing and the fishing equipments. The students actively participated answering the teacher’s question related to the pictures. They also took notes of the unfamiliar vocabulary. P berkata, “Coba lihat gambar di halaman pertama. Gambar di kiri, gambar apakah itu?” Seorang murid, Praba, menjawab dengan lantang, “orang lagi mancing, mbak” “Iya bener. Kalo pergi mancing bahasa inggrisnya apa?” tanya P. “Fishing mbak” kata Praba lagi. “Yes. Good Going Fishing. Siapa yang pernah pergi memancing?” tanya P. Beberapa murid mengacungkan tangan. “What do you bring when you’re fishing? Apa yang kalian bawa saat memancing?” kata P. Murid-murid menjawab berbagai macam peralatan mulai dari alat pancing, ember hingga cacing. The teacher said, “Look at the picture in the first page. In the left side, what picture is it?” A student called Praba answered, “Men go fishing, Miss” “Yes, right. What is pergi mancing in English?” asked the teacher. “Fishing, Miss” said Praba again. “Yes, good Going fishing. Is there anyone ever going fishing?” Some students raised their hands. “What do you bring when you are fishing?” said the teacher. The students answered many kinds of equipment such as fishing rod, basket, and worm. Appendix Apage 121FN 09 After that, the teacher delivered the text and the worksheet to the students. She asked the students to read the text by themselves first. After 10 minutes, the teacher and the students read it together. Then, they discussed and analyzed the text from the genre, the generic structure and the language feature. The teacher also asked the students’ comprehension about the text. She also asked them the main ideas of each paragraph. At first, they could not answer it. Then, after explaining how to find a main idea in a paragraph, the teacher asked them to read the text again and find the main idea. Finally, there were some students gave the right answer.