mainly translating and testing. 3.
The students lacked reading strategies.
Training the students in using SS 4.
The students took a long time to understand the meaning and the
content of the texts. Training students to be aware with the
part of the text while reading the story so they can easily grasp the content of
the story.
5. The teacher rarely used interesting
method in teaching so the students got bored and sleepy.
Providing active reading activities by transferring information into Structure
Strategy diagram.
6. The students had difficulties in
finding the detailed information from the texts.
Training the students in using the Structure Strategy diagram to find the
detailed information.
B. The Process of Cycle 1
1. Planning
The researcher and the collaborator created some plans to be implemented in the teaching and learning process of reading. The plans focused on improving the
students’ reading comprehension by using SS. The text used was narrative text because in the curriculum, the narrative text was taught in the second semester of
grade VIII students. The implementation of Structure Strategy in the classroom was planned to be
held for three meetings considering that this strategy was a new method for students, so students would have enough time to understand the strategy. The steps of
implementing SS were also based on the standard and basic competence for Junior High School.
The first meeting focused on introducing the students about the SS. In this part, the researcher explained the nature of Structure Strategy and how to use that. In the
next meeting, the teaching and learning process would focus on guided practice and
group discussion. After that, the last meeting would focus on individual practice for the students in using SS to understand the text by breaking down the paragraph into
parts. Based on the observation, the teacher rarely used interesting method so
students got bored and sleepy. To this problem, the researcher planned an active and fun learning in reading. The learning would involve transferring information from
narrative text to a story diagram as it is a part of the SS. As suggested by the English teacher, during the implementation of the
Structure Strategy, the researcher needs to train students in guessing the words’
meaning from context to facilitate students in mastering the unfamiliar words. Since the first meeting, the researcher introduced how to guess the meaning of new words
from context. The researcher trained some steps that are: defining the part of speech of the words, looking for further clues in the words collocates, looking the words in
wider context, and analyzing the suffix and prefix if available.
2. Action and Observation
