text-based syllabus design in the teaching and learning process. This syllabus led them to construct a text, to be able to work both in pairs and individually, and to
enlarge their writing skills. The description of the actions is as follows.
a. First Meeting
The researcher conducted the first meeting on November 9
th
, 2013. She began the class by greeting the students. After she greeted them and had a little
talk with the students, she then checked their attendance. Then, she gave them a picture about human respiratory system to stimulate the background knowledge of
the students about the material. The researcher also gave some questions directly related to the picture. Then, she gave them an explanation text entitled Human
Respiratory System. They firstly read the text by themselves. They had to look for difficult words. After they finished looking for the difficult words, they answered
some questions based on the text. In this case, they worked in pairs. They looked serious in doing the task. It is described by the following field note.
The next activity was to read a text entitled Human Respiratory System. The students had to find the difficult words and their meaning as well. They began to
read by themselves. They opened their dictionary to help them in finding the words meaning. There were some students who asked the researcher when they
did not find the meaning appropriately.
Field note 4, November 9
th
, 2013
After they finished answering the questions, there was a discussion on the answers. After it was done, the next activity was to have a discussion on the
whole text. The students and the researcher studied the text together like identifying the tense that is Simple Present Tense and the generic structure of the
text. She led them to recognize explanation texts. The students were expected to be familiar with how to write the general statement, the explanation, and the
closing. The transcript below showed how she explained the materials. R explained everything about explanation text then. R explained the social
function, the generic structure, and the linguistic features. Most of the students were paying attention to the R.
Field note 4, November 9
th
, 2013
After the text was discussed, the researcher gave them another exercise. It was done in pairs. In this case, they focused on the use of simple present tense.
There were some sentences that the verbs were wrong. They had to correct them into the appropriate forms. When the students were doing the task, she moved
around them. She just intended to know whether the students have understood about the material. After they finished doing the task, they wrote their sentences
on the whiteboard. A student wrote one of their sentences. There were twenty five sentences actually, while there were twenty-six students in the classroom. She did
not point them one by one but she just directly offered the students to go in front. They were very enthusiastic to write down their answer on the whiteboard.
After all sentences were shown on the whiteboard, she began to correct them one by one. She involved the students to correct the wrong sentences. Then,
they corrected their own work on their own seat. The situation in the classroom was noisy by having this task. They had a discussion with their friends. The
description of the situation is as follows.
While they were doing the task, some students asked R about simple present tense. They still found difficulties to differ the verb which used ses and to change the
verb which had to be added by ses for example study became studies. The situation in the classroom was busy because the students discussed with their
partner.
Field note 4, November 9
th
, 2013
The field note above shows that the students were noisy in the classroom while they were discussing the task with their friends. Even they walked around
the classroom to ask for some information. It was obvious that the situation in the classroom was busy.
After she finished correcting the students’ sentences on the whiteboard, the researcher defined the result was good enough. Most students did the task
well. They could replace the wrong verbs into the correct ones. However, they still made some mistakes. They did not start the sentences with the capital letters.
They did not end the sentences up with the period. They sometimes misspelled some words. Related to the mistakes they made, she tried to explain more. The
following field note shows what happened on that day. After the students wrote on the whiteboard, R checked their sentences. Almost the
students could change the words into present verbs. However, they made simple mistakes. They didn’t start the sentence with a capital letter. They didn’t end the
sentence up with a period. They wrote ordinary words with a capital letter in the middle of the sentence. Then R explained more about it.
Field note 4, November 9
th
, 2013
Around the last ten minutes, she gave them the summary and the feedback about the materials given on that day. She checked their understanding on the
materials given.
