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2. Field Notes of Cycle 1 Meeting 2
FIELD NOTES 2
The second field note was conducted in the second meeting of the first cycle on April, 29
th
, 2014. The lesson was begun by greeting the students and checking the students‟ attendance list. They also greet the researcher
enthusiastically. After greeting, the researcher began the learning process. In the beginning, the researcher informed that they got better scores in
their group drafts in the previous meeting rather than comparing to the preliminary study. But, still, they made some mistakes in composing the story.
The researcher said that the students often made grammatical mistakes in applying the simple past tense particularly in the use of verb 2 and be form.
Therefore, the researcher informed to the students that in this meeting, the first activity was reviewing the part in which the students had the mistakes.
The activity was begun by researcher‟s review on the use of simple past tense.
The researcher distributed exercise of simple past tense to the students. The students were asked to change the verb into verb 2 and the be form. They looked
serious enough while did the exercise. After finished the exercise, the researcher and the students discussed the answer together. The researcher also invited the
students‟ attention about their opinion of each question. There were several students were more confident to express their opinion of the answer of the
questions. The second activity was identifying the new narrative text given by the
researcher. The researcher gave the new story, The Story of Cinde Laras. The
179 students were asked to identify the grammatical errors of simple past tense in the
story. The students worked in the same group as the previous meeting. In this occasion, theresearcher did not use the picture series in the group since they
focused only on reviewing the use of simple past tense. The students looked more serious while working in the group rather than in the previous meeting.
After finished in the group task, the researcher and the students discussed the answers together. The researcher asked students‟ opinions about the answers.
In the individual activity, the researcher put a set of picture series attach on the whiteboard. The story was The Greedy Dog. The students did their writing. The
students were still enthusiastic with the picture series used in the learning process. But, because of the picture series was attached on the whiteboard, some
of the students came in front to see the details of the picture series. They wasted their time to look the picture series rather than did their work. The observer
suggestion was the researcher had to modify the way she delivered the picture series to the students.
After finished the task, the researcher asked the students to submit their writing and ended the learning process.
The observer, Fransiska Natalia Susi W.
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