implemented to improve their reading comprehension. There were some support activities that would be covered teaching-learning process. The support activities
presented below.
2 Training the Students to Use Reading Techniques and Strategies
Considering the reading techniques and strategies, the students would train how to 1 scan the texts for specific information, 2 skim the texts for main
ideas, and 3 guess the meaning of the words. Other activities were asking them to 1 read the texts silently and 2 attend the key words of the texts.
3 Teaching Grammatical Points
In teaching the students some grammatical points, the activities would 1 integrate both inductive and deductive methods, and 2 focus on high frequency
grammar items.
4 Using Power Point Presentations, Pictures and Handout
The power point presentations, pictures and handout became the media of teaching. The activities were provided to 1 point of the discussions, 2 lead the
students to the topic and activate their background knowledge through pictures series and 3 ease them following the classroom activities through handouts.
2. Actions and Observations in Cycle I
The actions for Cycle I were conducted in three meetings during April 2014 on 4
th
, 5
th
, and 11
th
. As stated before, there were different responsibilities in doing the project. The collaborators observed the process of teaching and learning
activities. The colleague recorded and took the pictures of the teaching-learning
process. The data of Cycle I were collected through the observations, interviews, photographs, and video recording. The implementation of the actions are
presented below.
a. Implementing the Interaction-based Activities
The interaction-based activities on the stages of genre-based performed in the reading activities. In building knowledge of the field stage, activating the
students’ background knowledge and leading them to the context through questions and pictures. They surveyed the text, read the title of the texts, and then
slightly read the paragraphs in the texts. The interaction were built between the teacher and the students through discussing the materials and applying reading
games so the teacher was not center of the learning activities. It made students enjoy the activities because they could understand the text
by themselves and memorize the materials well. Several guided questions were given to build the interaction between the students and the teacher. The reading
game was applied to make them enjoy the learning activities. The building knowledge stage activities can be seen in the transcript of the following vignette:
…After that, R called Ss’ names one by one to check whether some of them could not join the class. R turned on the LCD and started the materials by
presenting the first slide about picture of Nyi Roro Kidul. R explored their knowledge about Nyi Roro Kidul and the narrative text through the
picture and several questions. R
showed the picture and said, “Well, look at the slide. Who is the woman on the picture?” Ss said “Nyi Roro Kidul”. And
then, R continued the next questions “Who is she? Is she superhero?” They
replied, “No, she is a legend
dari pantai selatan
”. R replied “Good, very good she is a legen
d from south sea”. Vignette 2: Friday, April 4, 2014
