First Meeting Action and Observation

b. Second Meeting

The second meeting was conducted on Wednesday, November 13 th , 2013. The researcher led the students to learn passive voice and how to use passive voice in an explanation text. The researcher started the class by greeting the students and checking the attendance list. After they were ready to start the class, she started passing the materials to them. Firstly, she tried to discuss the previous materials about the generic structures of explanation text and language feature that was simple present tense. After that, she gave the worksheets to the students. Then she asked them to pay attention to the worksheets. After the researcher finished explaining the passive voice, she asked the students to do the assignment about passive voice. There were ten active sentences that should be changed into passive forms. After they understood, the researcher asked them to do the first task. The box below contains a note describing the class situation on that day. The students understood the instruction and began to work. As usual, R walked around the class to observe them while they were doing the task. Some of them asked R whether their sentences were right or not. The situation in the classroom was not fully silent because they were enthusiastic to do the assignment. It was shown that the students discussed with their friends and some of them gave more explanations to their friends who did not really understand the material. Field note 5, November 13 th , 2013 In reference to the field note above, the students looked enthusiastic and serious in doing the task. They asked whether their works were right or not. It reflected that they actually wanted to do the task perfectly. The researcher then asked them to write their sentences on the whiteboard. After they finished writing their sentences on the whiteboard, she checked their works. She found that they made mistakes in changing the verb 1 into verb 3 and in changing subject into object. It explains in the following box. After they wrote their sentences on the whiteboard, R checked their answers. There were still some mistakes. It was about the changing verb 1 into verb 3, for example ‘read’ was written ‘readed’. Their mistakes also were about the using of appropriate to be and the changing of subject into object for example ‘he’ was written ‘him’. Their simple mistakes before were decreased like using capital letter in the middle of the sentence, using no period at the end of the sentence, and using no capital letter in the beginning of the sentence. Field note 5, November 13 th , 2013 The field note above performs that the researcher could manage the situation and the students’ work. She moved to the next task or activity. She showed the students a picture series of human blood circulation. The students’ job was to arrange the jumbled paragraphs about human blood circulation system related to the picture series given into a text. Then, they identified the generic structures and language features of that text. After they got the point, they did the activity enthusiastically. However, they did the task using a pencil because they were afraid of making mistakes. The following box explains the teaching and learning process. Some of the students were still confused the task that they should do. After getting explanation from R, they understood and started to do the task in pairs. The situation of class was busy because the students dicussed each other. When they did the task, R walked around to check the students’ work. The students did the task using a pencil because they afraid of making mistakes. Field note 5, November 13 th , 2013 From the field note, it is clear that the researcher checked the students’ work. This conclusion is also supported by the similar conclusion based on the result of the conversation between the researcher and the student as presented below. After checking the students’ works, R asked them the number of the mistakes they did. Some of them said that they were not aware in identifying the language features including simple present tense and passive voice. When R asked them whether she should explain again the materials, they said that they already understood actually. They only needed to be more careful and focus on doing the task. Field note 5, November 13 th , 2013 That was the last activity on that day before they had the test for cycle one. She highlighted that they had to be aware of those materials. She also told them to prepare and study for the post – test in the next meeting. When the bell tinkled, the researcher thanked to their participation on that day and said “good bye” to them and left the classroom.

c. Third Meeting

The third meeting was conducted on Saturday, November 16 th , 2013. She began the lesson by greeting the students. After she greeted them and had a little talk with the students, she then checked their attendance. In the third meeting, she asked the students to do the post – test 1 related to the materials that they had learned before. The researcher asked them to write an explanation text based on the picture series given individually. Firstly, she gave them a worksheet to do the post – test. Before she asked them to write, the reasearcher explained what they should do. The students were asked to write an explanation text about Human Digestive System based on the picture series given. They also could use the vocabularies that were in a rubric to help them in composing the text. They were allowed to open the dictionaries. After all students understood what they had to do, they started to write. The researcher gave 35 minutes to do the task. When they were doing their task, the researcher walked around the class to make sure that they work individually. The following note told what happened in the classroom on that day. R walked around the class to make sure that the students worked individually and did not discussed with their friends. In the last five minutes, R alarmed them. Some of them had finished writing. Finally the bell rang as the sign that the time was up. They had to submit their writing. Some of them looked busy tidying their writing up. Field note 6, November 16 th , 2013 When the bell tinkled, a student helped the researcher to collect their works. Then, the researcher said good bye to them and left the classroom. She corrected their work and gave a mark as the post – test of Cycle 1.

2. Reflection

The researcher and the teacher had a discussion about the influence of the actions to the students’ writing ability. The discussion based on the observations during the actions and the interviews with the teacher and the students. In this stage, the researcher and the teacher evaluated what happened in the first cycle. The reflection then would be used as a plan of the actions that would be implemented in the second cycle. The interview transcript is shown below. It will belong to the process validity.