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addition, these activities made them become more active because they were accustomed to identifying the patterns before they answered questions. They also
enjoyed the teaching and learning process of reading. However, the students still lacked motivation, they seemed aware in asking
about their difficulties. Yet, they could not use their time efficiently. Either allocated time for every exercise was not enough or they failed to focus on their
work instead of chatting with their mates might be the cause. The students also had difficulties in defining main idea of a paragraph. They
were confused in differentiating between topic and main idea. This problem had been covered in this cycle by giving a clear explanation and giving examples by
doing some exercises. The interaction between the students and the researcher as a teacher was also
getting well. The students were willing to ask her after her prompting. Moreover, the interaction between students themselves was also getting better. They had
discussed some issues well together. The English teacher, as a collaborator, also had a same note. She argued that
both of the researcher and the students were in need of improvement. This can be seen from the extract of interview transcript below.
P :
“Bagaimana pendapat Ibu mengenai pembelajaran tadi, Bu?” GBI
: “
Oh, sudah bagus. Tadi mbak Lisa sudah mengajar dengan baik
” P
: “
Terimakasih, Bu. Lalu apakah ada masukan untuk selanjutnya, Bu?
” GBI
: “
Nggak, udah bagus. Cuma suaranya agak lebih keras ya mbak Lisa, soalnya kurang kedengaran sampai belakang
” P
: “
Ya, Bu. Terima kasih atas sarannya
.”
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Appendix D, Interview transcript September 2
nd
, 2014 In conclusion, recognizing text organization sure had an impact in the
students’ reading comprehension in the first cycle. Nevertheless, there were still some problems in the students’ motivation and the researcher’s time management
and voice control. The researcher and the collaborator agreed to continue the cycle to solve the remaining problems.
C. The Process of Cycle II
1. Planning
The result of Cycle I gave us pictures of the actions in Cycle II. There were some actions repeated in order to solve the existing problems and to get satisfied
outcomes.
a. Designing Course Grid and Lesson Plan
1 Designing the Course Grid
From the discussion between the English teacher and the researcher, standard of competency 5 and the basic competency 5.3 were chosen in Cycle I
and II. So the activities were designed to continue the activities in the Cycle I. It is used to make sure that the students had achieved the goal of the teaching-learning
activities. The standard of competency 5 is about understanding the meaning of short essay in the form of procedure and report to interact with environment. The
basic competency 5 is about responding the meaning and rhetorical steps in simple essay accurately, fluently and appropriately related to environment in the
45
form of procedure and report. From the competency, materials, media and activities were designed. The course grid can be seen followed. The full course
grid can be seen in the appendix 3.
2 Making the Lesson Plans
The lesson plan was made through discussing the activities, time allocation, objectives of the activities and materials throughout. The lesson plan was
designed with the suitable activities to minimize the problems in the class. The lesson plans were used as the guidance for the teaching and learning process. The
class was expected to run smoothly and systematically. It was expected also to ease the students to understand the materials that were given by the teacher.
b. The Concept of Action Plan
1 Implementing Recognizing Text Organization Activities
In this cycle, the activities would 1 deepen the concept of recognizing text organization and 2 provide more activities.
2 Teaching Grammatical Points
Grammar would be taught again during the actions. Moreover, the other activities would teach the students other grammatical points and check their
knowledge about part of speech and tense.
Basic Competency
Materials Teaching-
Learning Activities
Indicators Assessment
Time Allocation
Sources Techniques
Form 5.3 responding
to the meaning and rhetorical
steps in the simple essay in
the form of procedure and
report texts simply,
accurately, fluently, and
appropriately to interact with
the society in which the
students belong.
Procedure text Example
The Blue Whale
Pre-Reading Whilst
reading
Post- reading:.
4 Finding the
main idea of each paragraph
5 Finding the
details information of
the text 6
Recognizing pattern
organization of the text.
Written Written
Written Answering
reading comprehension
questions
Answering reading
comprehension questions
Answering reading
comprehension question
2x40 minutes Scaffolding
English for
Junior High
School Grade IX
Cakrawala SMP kelas IX
internet
