Implementing picture series as media

83 video, you must know the content of the video then.” Finally one the students raised his hand and told the content of the video. The researcher praised the student. The researcher and the students discussed the content of the video together. She reminded the students about recount text and simple past tense material by using the video. She gave chance to ask questions. Some students asked the researcher to re-explained simple past tense material. Then, she explained again and gave other examples of simple past tense sentence. After that, she provided the students with handouts and asked the students to fill the blank spaces with correct verb form. The assignment was completed with a picture for each word as a clue for the students. The students were allowed to work in pairs but they were not allowed to use dictionary. The researcher walked around the classroom and helped the students in doing their assignment. After all students had finished doing the assignment, she asked them to write their answer in the whiteboard “I will give a chocolate if you write down your answer in the whiteboard.” After hearing what the researcher said, some students were racing to write their answer in the whiteboard. The researcher asked the students to translate the sentences they had written in the whiteboard into Bahasa Indonesia. Then, she and the students discussed the answer together. The students seemed interested and highly motivated in doing this assignment. They also could understand the simple past tense material and memorized some words from this assignment. 10 minutes before the class ended, the researcher re-explained simple past tense material and gave chance to ask 84 questions to the students. None of the students asked questions. Then, she closed the teaching and learning process and greeted the students.

b. Second meeting of Cycle 2

The second meeting of Cycle 2 was conducted on Tuesday, 17 th February 2015. The teaching and learning process began at 07.15 a.m. The researcher and the English teacher entered VIII A classroom. The English teacher sat on the back on the classroom observing the teaching and learning process while the researcher opened the class and greeted the students. Two students were absent. Then, the researcher told the students today’s learning goal “In this meeting we still study recount text and today we will analyze the generic structure of a recount text. Do you think you can do it?” “Yes, Miss.” Only some students paid attention to the researcher, some others were busy talking with their friends. To get students’ attention, the researcher distributed handout to the students. She asked the students to read carefully the text and analyze the generic structure of the text given. The students were allowed to work in pair and use dictionary. They focused on doing the assignment. The researcher walked around the classroom and helped some students that found difficulties in doing the assignment. Most of the students could finish the assignment quickly. The researcher discussed the answer and the content of the text with the students. All of the students were able to do the assignment correctly. Then, she reminded the students about characteristics of recount text by using the text given. She gave students chance to ask questions related to recount text material. None of the students asked question.