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Soon after the class was over, some students were interviewed informally by asking students‟ feeling about activity
they already had. A respondent encoded S18 gave his comment. “Saya pikir dengan pembagian kelompok diskusi yang lebih
sedikit kegiatan tadi lebih menyenangkan. Terus tadi kawan- kawan juga sudah mulai aktif membantu mencari
pertanyaan-pertanyaan pak guru. jadinya kalau ada yang gak ikut bantu kerja kelompok malu sendiri pak, nyolok banget.
Sepeti si Icha biasanya cekikikan rame sama si Erwanto tadi tuh enggak, dia malah ikut bantuin nyari jawaban
pertanyaan-
pertanyaan pak guru”. Thursday, October 11, 2012 See Appendix 19
Statements above can be synthesized that the students were
happy with the reading activity that day. Then, when the number of group was reduced, in the previous cycle per-group included
6 – 7 students while in the cycle two per-group consisted of 3 –
4 students, the students as the member of the group became more active to participate in the group.
5 The Fifth Meeting
The fifth meeting was conducted on Monday, October 15, 2012. There were 40 students, a researcher who also functioned
as an English teacher and a collaborator joined the class. The class was from 10.15 a.m. to 11.45 a.m.
That day, as was informed in the previous meeting, students would have post-test. The test covered several reading skills:
recognizing communicative function, mentioning the main idea, getting explicit message, interpreting implicit message, and
making prediction predicting what will happen.
c. Observing
Observing was conducted in order to know the effects of the implementation of Question answer relationship to improve
students‟ reading comprehension and was aimed at knowing how
effective QAR
to promo
te students‟ reading comprehension. It was also aimed at finding out the strong
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points and weaknesses of QAR to improve students‟ reading comprehension.
In observing, the techniques used were observation and interview. The observation was conducted during the reading
instructional process using QAR and was done by the researcher along with the Collaborator in each meeting while the interview
was conducted by the researcher to the students in the end of each meeting. It was done by interviewing some students about
the instructional process.
The data from the observation resulted from the member checklist during the activity in the classroom. The writer tries to
see three aspects in this observation, they are: motivation and participation. For the sake of clarity, the data can be seen below:
Table 4.4 Observation Sheet In The Second Cycle
Note: 1 = Bad 2 = Enough 3 = Good 4 = Very Good
No Name
Motivation Participation
4 3
2 1
4 3
2 1
1 S1
√ √
2 S2
√
√ 3
S3 √
√ 4
S4 √
√ 5
S5 √
√
6 S6
√
√ 7
S7
√ √
8 S8
√
√ 9
S9
√
√ 10
S10 √
√
11 S11
√ √
12 S12
√ √
13 S13
√
√ 14
S14 √
√
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No Name
Motivation Participation
4 3
2 1
4 3
2 1
15 S15
√
√ 16
S16 √
√
17 S17
√
√ 18
S18
√ √
19 S19
√
√ 20
S20
√
√ 21
S21
√
√ 22
S22 √
√ 23
S23 √
√ 24
S24 √
√
25 S25
√ √
26 S26
√
√
27 S27
√
√
28 S28
√ √
29 S29
√ √
30 S30
√ √
31 S31
√ √
32 S32
√
√
33 S33
√ √
34 S34
√ √
35 S35
√ √
36 S36
√
√ 37
S37
√
√ 38
S38
√ √
39 S39
√ √
40 S40
√
√ In the second cycle, it can be seen that some students had
good motivation and participation. It is because the second cycle is the main activity in QAR in which they have to deal with
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hortatory exposition text and answer the questions related to the text either explicitly or implicitly. However, some students still
did not have good motivation and participation because they were not confident to convey what they are thinking about.
In this second cycle, all the activity conducted had been fit with the lesson plan made by the researcher. From the phase of
phase until the phase of reflection, it can be found that the main objective in which students are able to answer the questions
based on categories of QAR successfully.
With regard to the main objective in the second cycle that is focused on answering the question based on the types of QARs
categories, it can be found that most of the students had understood to match the question with the types of QARs
categories. They discussed each other and tried to answer the question correctly, and tried to give correction on grammar
mistake as well. And overall, the activity had been successfully followed by all the students.
Students thought that working in a group could help them in answering the questions. They could firstly discuss what they
were going to read and could easily answer the question. In this cycle, QAR strategy had almost successfully overcome students‟
difficulties in reading comprehension. As the result, they could practice without any burdens.
Some students thought that reading text by using QAR strategy make them easy in answering every question even in
high level question, because the categories of QAR provide the way to answer every question easily.
1
The Improvement of Students’ Participation
After more working with QAR strategy and being provided with more samples and directions on how to make use QAR to
encounter teacher‟s question. And when the students worked in smaller group, they became more actively participated in their
group. A respondent encoded S18 gave his comment S37:
“Asyik pak, saya udah agak bisa sekarang jawab yang apa di teks yang pake kata kunci, enak langsung ketemu, trus tadi
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eee pas di suruh jawab apa pendapatmu tentang apa itu baning cars ya.. saya kira tadi jawabannya ada di teks, tapi
kata Edi, saya di suruh, “itu kan yang jawabannya pake pengalaman Klo mau jawab ya mikir”.. Trus saya langsung
mikir buat jawabnya. Pokoknya jadi semangat nih belajarnya klo gini”. Monday, September 6, 2012 See Appendix 19
According to the statement, the students, after being more familiar with how applying QAR they became more enthusiastic
to join the teaching-leaning process. It might because the students were happy since he begun understanding on how to
use especially In The Book question category and felt that it was helpful to finding specific information for the answer using
keyword.
Another statement was from S18: “Saya pikir dengan pembagian kelompok diskusi yang lebih
sedikit kegiatan tadi lebih menyenangkan. Terus tadi kawan- kawan juga sudah mulai aktif membantu mencari
pertanyaan-pertanyaan pak guru. jadinya kalau ada yang gak ikut bantu kerja kelompok malu sendiri pak, nyolok banget.
Sepeti si Icha biasanya cekikikan rame sama si Erwanto tadi tuh enggak, dia malah ikut bantuin nyari jawaban
pertanyaan-
pertanyaan pak guru”. Thursday, October 11, 2012 See Appendix 19
The statements above could be synthesized that when the number of group was reduced, in the previous cycle per-group
included 6 – 7 students while in the cycle two per-group
consisted of 3 – 4 students, the students as the member of the
group became more active to participate in the group, while the teacher became much easier to control the group. Yet, in post-
reading when the teach er asked the students‟ opinion as the
reflection of they read, most of them were passive. They did not deliver their opinion unless the teacher forced them and pointed
or called their name. It might because they were less confident
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or afraid of making mistake when producing sentence to giving response or opinion.
2 The Improvement of Students’ Motivation
Most of the students no longer busy with themselves or even being sleepy. They were busy reading the text and
cooperating and discussing to answer the question. They looked energetic and enjoyed the reading activity. Furthermore, the
students became more motivated to read the text since the teacher provided them with a reason of reading by asking them a
question of Author and Me: According to the title what the text would discuss? The students should predict what the text might
be about. They were curious whether their prediction was in line with what the text would present to them. In other word, they
wanted to know more information by reading the text. It can be seen when the teacher asked them, in the fourth meeting of
cycle, soon after the instructional process was over, whether the activity made them interested to read the text. A respondent
encoded S34 gave his comment.
“Kegiatan tadi membuat saya bersemangat untuk membaca kerena kegiatan yang seperti ini nih yang saya inginkan,
tidak membebani, tidak membosankan. Saya merasa sengang dengan belajar-mengajar seperti ini. Di tambah
ketika pak guru meminta anak-anak untuk memprediksi kira- kira apa yang akan dibahas dalam teks. Saya tadi juga ikutan
menebak kira-kira apa yang akan dibahas dan saya pengen cepet-
cepet liat di teks bener ga jawaban prediksi saya”. Another respondent S17 stated that
“Kalau belajar seperti ini sich saya jadi saya jadi suka membaca teksnya karena tadi sebelum membaca teks ada
intro nya dulu, pak guru tanya sama anak-anak, berdasar judul apa yang kamu telah ketahui terus apa yang kira-kira
akan di bahas nanti dalam teks. Anak-anak jadi penasaran pengen tau apa yang akan di bahas. Saya tadi juga semangat
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pengan cepet membaca teksnya, mau ngecek dan nyocokin jawaban saya tadi dengan isi teks”.
The students‟ statements above showed that their interest was affected by the teacher‟s asking the students to predict
according to the title what the text would discuss. Moreover, it encouraged students to read the text as they were curious about
their prediction and wanted to know more information provided by the text.
d. Reflecting
