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b. Giving Handouts of Irregular Verb
The handouts were given in the second meeting before the game of irregular verb began. The students were asked to look for the handouts first and look for the
meaning of the words in pairs. This activity was aimed to be the guidelines for them on working with the verbs as well as improving their vocabulary. The list of irregular
verbs consist of the infinitive, the present continuous form, and verb II and III form. I continued, “Okay, since we have learned about regular verbs, today we’re going
to learn about the irregular ones. But before that, I’d like you to look at these.” I took the handouts of irregular verbs and handed it to them. “Has everyone got the
handouts?” I asked them, and some of them asked me back, “Ini satu meja satu? One for two students?
” I told them yes. After every pair got the handouts, I told them to look at them first. I explained how to read the handouts and asked them to
read each verb and to look for the meanings. After it was done, we started the game. I told them that if they could not find the past tense of the verb they were looking for
in the handouts, it means that the verb was a regular verb.
The class was as noisy as the last one. While playing the game, some students played tricks at their friends but it was only for a moment and then they got back to
the business. The students did the tasks while looking at the handout as guideline. A few students, however, did not read the handouts carefully and they could not find
the verbs they were looking for. They would ask the teacher or me for help.
c. Giving Self-Editing Worksheet
The self-editing worksheet was given in the final task writing a recount text. The students were asked to make a recount text first, and when they were finished, the
researcher gave them the checklist to help them check their mistakes. The checklist included the format of writing, such as centered title and intended first line of a
paragraph; content and organization, such as whether the students made the text as ordered and the use of time order; punctuation, capitalization, and spelling were also
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checked; and grammar and sentence structure, including subject-verb agreement and fragments.
After 45 minutes, I gave them the checklist and explain them how to use it. I told them to read their writing again while checking to the checklist. Some students said,
“Udah? Cuma nyentang-nyentang gitu aja? That is all? We only give checks?” I
answered, “Ya enggak, dibaca dulu tulisan kalian, dicocokkan sama yang di checklist, yang sudah ada dicentang, yang belum ya ditambahi atau dibenarkan kalau
perlu. No. You read your writing first, compare it with the checklist. If it is same with what the checklist says, check it, if not, correct it.
” I asked them if they had not understood anything, and as they said they had, I told them to start to work with the
checklist. I walked around the class to help them if they were confused about anything.
3. Reflection
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