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K column. Group 6, group 7, group 8, and group 9 would be responsible for W column. Finally, all the groups would fill the L column. The roles would be
changed in every meeting.
b. Action 1 First Meeting
The first meeting of cycle 2 was conducted on Thursday, November 18
th
, 2010. The researcher and the collaborator entered the class at 7.05 A.M. They
greeted the students and the researcher checked the attendance list by calling each student’s name. All 36 students were present that day. The researcher prepared all
the media and learning sources. He turned on the LCD and plugged in to his note book. Then, he drew a KWL chart on the white board.
In pre-reading activity, the researcher divided the students into 9 groups, each group consisted of 4 students. After the students sat in their groups, the
researcher divided the groups based on the columns. Group 1, group 2, group 3, group 4, and group 5 would be responsible for K column. Group 6, group 7, group
8, and group 9 would be responsible for W column. When the K and W column had been filled, all the groups had to fill the L column. The researcher then
explained the instructional objectives of the lesson. In this meeting, the researcher just gave a short explanation about the steps as a remainder for the students.
Considering that the students still had problems in word meaning, sentence meaning, and main idea, the researcher asked the students to do the steps seriously
and fill the all column carefully. The topic for that day was
“ Shark” .
The
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researcher showed the pictures of different shark. The students looked interested. The researcher said, “
Those groups who a re responsible to fill the K column, please write everything you know about the creature in your own chart” .
Again he said,
“ Those group who are responsible to fill the W column, please write things you want to know about the creature in your own chart” .
The researcher walked around the class while the students were doing the step. The
researcher moved from one group to another one and checked if the students faced problems in doing the steps. He kept giving motivation to the students. He even
gave extra assistance to the students who had problems in filling the column. The researcher asked each group to give a report of their result. All words and terms
related to the topics and also the questions were written in the white board. The researcher asked the students to discuss the meaning of each word. He also gave
the opinion about the meaning of some words. The meaning was based on the context.
In whilst-reading activity, the researcher gave the students the reading text about Shark. He asked them to read the text and find the answer for the questions
that they had made on the W column. All the answers and new information should be written in L column. The researcher was monitoring while the students were
discussing the text. Sometimes he explained the text to a group. The researcher motivated and encouraged the students to do it seriously. After all the columns
were filled, the researcher asked each group to read what they had written on their chart. After that, the researcher and the students discussed the reading text and all
the information the students had written in the columns. Separating and
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classifying detail information of each paragraph, the researcher and the students discussed the main idea. After that, the researcher took sentences from the
students and sentences from the text. He asked the students to analysed those two kind of sentences. This way was quite effective to explain about sentence
meaning. In post-reading activity, the researcher gave the assessment to the students
and they were given 10 minutes to finish. Next, the researcher asked the students to make a conclusion about the reading text. Finally, the researcher together with
the students did a reflection from the teaching and learning process. The class ended at 8.30 A.M.
2 Second Meeting
The second meeting was conducted on Tuesday, November 23
th
, 2010. The researcher and the collaborator entered the class at 7.05 A.M. They greeted the
students and the researcher checked the attendance list by calling each student’s name. 33 students were present that day and three of them were reported sick.
They were Muh. Khairun, Fajrin, and Fauziah. The researcher prepared all the media and learning sources. He turned on the LCD and plugged in to his note
book. Then, he drew a KWL chart on the white board. In pre-reading activity, the researcher divided the students into 9 groups
that each group consisted of 4 students. The groups that were responsible for the K and W column were changed. Group 1, group 2, group 3, group 4, and group 5
would be responsible for W column. Group 6, group 7, group 8, and group 9
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would be responsible for L column. When the K and W column had been filled, all the groups had to fill the L column. The researcher then explained the
instructional objectives of the lesson. In this meeting, the researcher just gave a short explanation about the steps as a remainder for the students. Just like the
previous meeting, the researcher emphasized more in word meaning, sentence meaning, and main idea. The topic for that day was
“ Valentino Rossi” .
The researcher showed the pictures of Rossi and his bike. The students looked
interested and enthusiastic about it. The researcher said, “
Just like in the previous meeting,
those groups who are responsible to fill the K column, please write everything you know about the creature in your own chart and those groups who
are responsible to fill the W column, please write things you want to know about the creature in your own chart” .
The researcher walked around the class while the students were doing the step. The researcher moved from one group to another
one and check if the students faced problems in doing the steps. The researcher asked each group to give a report of their result.
In whilst-reading activity, the researcher gave the students the reading text about Valentino Rossi. He asked them to read the text and find the answer for the
questions that they had made on the W column. He motivated and encouraged to read the whole text so that the L column could be filled optimally. All the answers
and new information should be written in L column. The researcher was monitoring while the students were discussing the text. Sometimes he explained
the text to a group. After all the columns were filled, the researcher asked each group to read what they had written on their chart. After that, the researcher and
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the students discussed the reading text and all the information the students had written in the columns. The researcher and the students could use all columns,
especially the K and L ones effectively to understand main idea, word meaning, and sentence meaning. In this meeting, all the steps could be done as it was hoped.
In post-reading activity, the researcher gave the assessment to the students and they were given 10 minutes to finish. Next, the researcher asked the students
to make a conclusion about the reading text. Finally, the researcher together with the students did a reflection from the teaching and learning process. The class
ended at 8.30 A.M.
3. Third Meeting
