32
first language. The words in the test were taken from the words which appeared in all tasks of the first cycle.
b. Acting and Observing Phases of the First Cycle
In this research, the researcher observed what was going on during the implementation process. In order to have more detailed description towards the
process of the implementation of TBL, the researcher elaborated the detailed events occurring in the pre-activity, the whilst-activity, and the post-activity. This
part focused on the implementation of TBL.
1 Pre-Activity of the First Cycle
The meeting began with the pre-activity. The teacher greeted the students and checked their attendance. There were only seventeen students who joined the
teaching and learning activities because one student was absent. The activity then continued to the review of the previous lesson. Afterwards, the teacher made an
apperception. The teacher showed an instant noodle pack, and then the teacher asked the students about how to make the noodle. The students responded to the
apperception but they had a difficulty in mentioning the name of the kitchen utensils, the materials, and the steps in English. The teacher helped the students by
giving some clues to direct the students to get the expected words in the target language.
2 Whilst-Activity of the First Cycle
After the students had recognized the procedure of how to cook an instant noodle, the teacher distributed the worksheet and explained the instruction of
tasks 1 and 2. Most of the students paid attention to the teacher. The students did
33
tasks 1 and 2 individually. By doing task 1, the students were expected to be able to arrange the jumbled letters into a word. The students were also expected to be
able to recognize the methods in food preparation and the cookware. The picture above every word was the clue to help them to do so. Next, by doing task 2, the
students were demanded not only to choose which food took the shortest cooking time but also to state their reason why they chose it. While the students were
doing the tasks, the teacher was monitoring them. Most students did the tasks seriously, but the others did not especially those who sat in the back. After the
students had finished the tasks, the teacher discussed the answer in a class discussion. One of the observers noted that some students were active in the class
discussion. The activity then continued to the explanation on doing tasks 3 and 4. By
doing task 3, the students were demanded to recognize the classification of the words based on their functions related to the procedure text. There were three
classifications. First, the words which were categorized as nouns belonged to the material. Second, the words which belonged to the method were verbs. Third, the
words which belonged to conjunctions were classified as the sentence connectors. Next, in task 4, the students were expected to recognize the meaning of five
different food in the target language. The students had to do tasks 3 and 4 in pairs. The students chose their partner. An observer noted that although the teacher gave
the instruction to do the task in pairs, some students preferred to do the task individually. Nevertheless, every student did the task well. If the students had
difficulties, they were not doubtful to ask the teacher. After they had completed
34
the task, the teacher and the students discussed them in a class discussion. The students were more active than the first discussion. In the second class discussion,
the students were scrambling to give the answer to tasks 3 and 4. However, the students took time longer than the planning time in doing tasks 3 and 4.
Afterwards, the teacher explained the instruction of tasks 5 and 6. Some students did not listen to the instruction carefully. They were busy chatting with
their friends. In task 5, the students were demanded to compare two kinds of food, Lotek and Gado-gado. They were asked to state two similarities and differences of
the food in groups of four. The students chose their own group members. There were four groups. Since the students were seventeen, there was one group which
consisted of five students. The observer wrote down that all students could cooperate well during working in the groups. The last task was task 6. It was done
also in groups of four. In order to save time, the group was the same as the group in doing task 5. By doing task 6, the students were demanded to collect
information from other group members about their favorite food. Then, they had to construct a procedure text on how to cook one of the dishes. They were
expected to be able to use the vocabulary they learned in tasks 1 up to 4. In doing task 6, the observer wrote down that some students had difficulties in finding
some words in English. Since the students did not bring any dictionary, the teacher allowed them to use the dictionary in their mobile phones. However, one
student did not use his mobile phone properly. He operated it to play a game. The teacher then took and kept it.
35
When the students had finished tasks 5 and 6, the students and the teacher discussed the answer in a class discussion. Every group sent its representative to
answer task 5. Each of them had various answers. The discussion ran as follows, when a student had given his or her group’s answer, another student from another
group added the similarities and differences which had not been mentioned yet. N
o one judged the other group’s answer was wrong. After discussing the answer for task 5, the students presented the discussion result of task 6. The observer
noted that one group was ready to be the first group presenting their discussion without being pointed by the teacher. The group was confident enough in the
presentation while the others were quite doubtful.
3 Post-Activity of the First Cycle
After the whilst-activity was done, the teacher directed the students to review the material. Afterwards, the teacher gave a test. At last, the meeting was
closed by the teacher. The activity which could be observed from the first cycle can be
summarized as follows: The students responded to the teacher’s apperception.
The students were active in the class discussions. In doing tasks 3 and 4, although the teacher asked the students to do the tasks
in pairs, some of the students did the tasks individually. The students were active to ask a question if they had difficulties.
The students had good interaction in the group.
36 During performing the tasks in groups, some students did not do the tasks
seriously. The students had difficulties in finding some words in English.
During the whilst-activity, there was one student operating his mobile phone. The students took time longer than the planning time in doing tasks 3 and 4.
The tasks were too many. The students did not have much time in doing the test.
c. The Reflecting Phase of the First Cycle
The reflection step was conducted by reflecting on the implementation activity in the first cycle. In this stage, the researcher focused on how the problem
happened and what to do to prevent the problem. The researcher employed the field notes and the observation sheets.
From the activity of the first cycle, the researcher found that during performing the tasks in groups, some students did not do the tasks seriously. They
were busy chatting with the students from other groups. The researcher assumed that it happened because every group had the same tasks. Thus, in the next cycle
the researcher should vary the tasks which had to be done in groups in order to prevent the students had chatting and let them be responsible in completing their
own group tasks. The data gathered from the observers also showed that the students had
difficulties in finding some words in English. The students did not bring any dictionary was the problem cause. Due to the situation, the teacher allowed them
to use their mobile phones to open the electronic dictionary. Yet, there was one
Kategori