Actions and Observations Cycle I
While the participants were doing the activity one, the researcher walked around the class. He was ready to guide them if they found some difficulties. He took
some notes related to the participants’ difficulties to give more explanation. After completing the activity one, the participants worked with the
activity two. They had a writing practice. They wrote a paragraph based on a picture. The researcher also walked around the class
checking the participants’ work
and he found a problem where a participant wrote “one of” that was not followed with plural noun.
The researcher walked around the class while the participants were doing the activity one.
He approached some participants who found difficulties. … After the discussion, the researcher asked the participants to do the next
activity. It was about constructing a paragraph based on a picture. The researcher walked around and checked the participants’ writings. Some of them were
confused in making verbs agree after expressions of quantity and some of the participants did also a mistake to follow “one of” with singular noun.
Vignette 9
In the second meeting, the activities were related to passive voice. There were activity three and activity four which were for the JCOT stage. Doing the
activity three, some participants seemed to be confused of identifying active and passive voices. However, after the researcher re-explained how to recognize
active and passive meanings, the participants had better understanding. Then, they got the activity four. They wrote a paragraph based on a picture. There were
no questions delivered by the participants when they were doing the activity four.
… When a participant raised his hand to ask a question, the researcher then got close to him to give more explanations about the activity. He did this to every
participant who needed some helps. Some participants were confused about “The car parked in a no-parking zone
.” which is not a complete sentence and “The police investigated him because of his unusual actions
.” which was changed to be “The police is investigated by him because of his unusual actions. They were
lack of focus. Before going to the next activity, the researcher and the participants
discussed the activity three first. Most of the participants seemed understand more the material after doing the activity and having the discussion.
Then, the researcher asked the participants to do the activity four. The participants
completed the activity without any questions delivered.
Vignette 10
In the third meeting, the participants enjoyed working with the activities. Further explanation about using parallel structure both with paired conjunctions
and with comparisons was delivered. Then, after the explanation, the participants worked on the activity six. Most of the participants wrote sentences with
parallelism with coordinate conjunctions. They did not write sentences with parallelism with paired conjunctions and with comparisons.
After the explanation, participants were working with the activity five. The participants did this activity with the help of the researcher. From this activity,
some participants asked for further explanation about using parallel structure both with paired conjunctions and comparisons
. In the discussion section after the participants did the activity five, the researcher re-explained the materials.
… The participants carefully wrote a paragraph and checked their own writings. Some low participants got better understanding about the materials
while some of the medium participants did not explore themselves by writing some sentences with parallelism. They only wrote some parallel structures with
coordinate conjunctions.
Vignette 11
For the ICOT activity, the participants individually wrote an article based on some pictures. The participants had 30 minutes to write the article. Some
participants had finished their articles in less than 30 minutes. The researcher asked them to check their articles before submitting them.
At 12.55, the researcher and the collaborator began distributing the test to the participants. The researcher and the collaborator checked the participants’
attendance while distributing the test. They explained that the test should be completed in 30 minutes. They also strengthened that the test should be
done individually.
The participants did the test in the participant room to make them easily write the article on their computer. After getting the test, the participants began
their writings. They worked by themselves. At 13.20, some participants had completed their articles. The researcher and the collaborator reminded
them to check before they submitted their articles.
They checked their work and at 13.30, all of the participants had submitted the articles.
Vignette 12
3 Checking participants’ work
To make sure that the participants understood the materials, their work on the JCOT activities was checked. While the participants were doing the JCOT
activities, their work was checked. Some problems were noted showing the participants
’ difficulties. Based on the difficulties, feedback was given at the end of the meeting.
In the first meeting, some participants were not sure in making verbs agree after expressions of quantity. In the second meeting, the problem was about
recognizing active and passive meanings. In the third meeting, the participants
made some mistakes related to using parallel structure both with paired conjunctions and with comparisons.
Besides, the participants’ articles for the progress test were also checked. Some problems related to the use of subject-verb agreement were found.
4 Giving feedback
The researcher gave feedback to the participants. The feedback was in accordance to some mistakes and difficulties that the participants made and
found. It was delivered at the end of the meeting. In the first meeting, the feedback was related to make verbs agree after expressions of quantity. In the
second meeting, material related to recognize active and passive meanings was re-explained. In the third meeting, the re-explanation about the materials related
to use parallel structure both with paired conjunctions and with comparisons was delivered.