Second Meeting Fourth Meeting

b. Second Meeting

The second meeting was held on July 26 th 2013. The researcher acted as the teacher and the collaborator acted as the observer. This meeting still involved three stages which were pre-teaching, while-teaching, and post-teaching. In the pre- teaching, the researcher started the teaching and learning process by greeting the students, checkin g the students’ attendance, and asking their condition. The researcher did these activities in order that she could motivate the students in the teaching and learning process of reading. The implementation of CSR in this meeting was divided into three sections as it was done in the first meeting. They are before reading or pre-reading, during reading or whilst reading, and after reading or post-reading sections. After reviewing the last meeting, the researcher directly asked the students to find their group to do a group work activity using CSR strategies with a new text entitled Sangkuriang. In doing this group work activity, the class became noisy. The students also asked the researcher to give an additional time in order that they could finish their work. However, some of them were capable of figuring out the unknown words using the fix-up strategy so that most of them could comprehend the narrative text. The activity of using the fix-up strategy that could help the students in figuring out the difficult words is presented in the extract below. . “Untuk clunk, kami punya kata cast away, boat, sama lit up. Cast away di paragraph 2 itu artinya diusir. Boat di paragraph terakhir itu perahu. Lit up di paragraph terakhir artinya menerangi .” FN-3July 26 th 2013 After all the activities were done, the researcher summarized the lesson and ended the class. The researcher gave the students homework to find other narrative texts and to learn more about the CSR strategy individually at home.

c. Third Meeting

The third meeting was held on July 31 th 2013. The researcher acted as the teacher and the collaborator acted as the observer. This meeting involved three stages which were pre-teaching, whilst-teaching, and post-teaching like the stages done in the previous meetings. In the pre-teaching, the researcher started the teaching and learning process by greeting the students, checkin g the students’ attendance, and asking about their condition. The implementation of CSR in this meeting was divided into three sections as it was done in the previous meetings. They were before reading or pre-reading, during reading or whilst-reading, and after reading or post-reading sections. After reviewing the last meeting, the researcher directly asked the students to find their group to do a group work activity using CSR strategies with a new text entitled The Princess and The Pea. When doing this group work activity, the class became noisy. The students often asked the researcher to give an extra time in order that they could finish their work correctly as presented in the extract below. “OK. Please do this exercise in 15 minutes.” The students asked the researcher to give more time, “Mbak, mbok waktunya ditambah.” .The researcher replied, “Iya nanti kalau waktunya cukup ya, tapi kalau bisa diusahakan 15 menit selesai.” Fifteen minutes left and the students asked for an extra time to finish the task , Lima menit lagi, Mbak” Then, the researcher gave them 5 minutes. After 5 minutes, the researcher asked them to stop working, but they asked for an extra time again, “Lima menit lagi, Mbak…” FN-4August 2 nd 2013 However, most of them were capable of figuring out the unknown words using the fix-up strategy so that most of them could comprehend the narrative text better than they did in the previous meetings. This activity is presented in the extract below. …“Oke, kami punya 6 clunk: terrible, torrents, sama knock di paragraph 2. Terus, streamed down di paragraph 3. Chamber di paragraph 4 sama tender di paragraph 6. Terrible itu dahsyat.” Suddenly the researcher interrupted, “Group 7 tolong kasih penjelasannya ya kenapa artinya bisa begitu, biar teman-teman yang belum tahu caranya nanti bisa tahu kalian pake fix- up strategy yang mana.” The reporter of group7 nodded her head and she continued speaking, “Terrible itu dahsyat. Itu kami pake fix-up strategy yang mencari kata yang bisa jadi petunjuknya, itu ada kata storm sama thunder di kalimatnya. Strom kan badai, terus thunder itu petir. Nah, kalo ada badai ada petirnya berarti itu badainya besar. Dahsyat lah.” All students nodded as the sign that they understood. Some of them corrected the meaning of their clunk. The reporter of group 7 continued speaking. “Terus kalo yang torrents di paragraph 2 itu deras. Ini masih pake’ cara yang sama. Kalo ada badai, ada petir, berarti kan hujannya deras. Berarti itu artinya deras. Ada yang ngartiin lain? ” Then, a member of group 6 said, “Lebat” The male students said, “Podo… Lebat kuwi yo deras.” The students laughed. The reporter of group 7 continued, “Knock itu suara ketukan. Kan ada kata gate….” …“Streamed down itu membasahi. Kayaknya itu bisa dipecah jadi streamed sama down, terus di kalimatnya ada kata water, sebelumnya. Terus ada kata hair sama clothes. Water itu kan air, down itu bawah, terus kalo hujan deras kan biasanya rambut sama bajunya basah kena air, berarti streamed down itu artinya membasahi. Eh mbok bilang setuju nek jawabannya bener, gitu lho…” Then, all groups said, “Setuju…” Another student said, “Lanjut…lanjut….” The reporter continued, “Terus chamber di paragraph 4 itu artinya ruangan. Pake cara yang reread sentence terus dicari kata petunjuknya, itu apa ya…clue-nya. Clue- nya bed.” “Setuju…” “Terus tender paragraph terakhir itu artinya halus. Pake cara yang reread sentence sama cari clue. Itu kan kalimat sebelumnya princess- nya bisa ngerasa’in pea-nya yang ditumpukin matras banyak, terus abis kata tender ada skin. Skin kan kulit, berarti ya artinya halus. Kulitnya princess halus.” Another group said, “Lembut” The class became noisy. The students said, “Wuu….podo…” FN-4August 2 nd 2013 After all the activities were done, the researcher summarized the lesson and ended the class. The researcher gave the students homework to find other narrative texts and to learn more about the CSR strategy individually at home.

3. Reflection

Having implemented the actions in Cycle I, the researcher and the collaborator had discussion to make a reflection with regard to the observations during the implementation of the actions, the interviews with the collaborator and the students, and the the teaching and learning process transcripts. The interview between the researcher and the collaborator and between the researcher and the students are presented in appendix B, while the teaching and learning process transcripts are presented in the appendix A. The reflection was used to plan the action in the next cycle. In reference to the reflection conducted in Cycle I, the teaching and learning process was done successfully. Most of the students were enthusiastic in joining the teaching and learning process although the class became noisy. They followed all the instructions given and most of them paid attention to the researcher’s explanation. They confidently asked her about something they did not understand. The interactions between the researcher and the students and among the students were good. These situations can be seen in the teaching and learning process in appendix A. In presenting the materials to the students, the researcher did not find any difficulties. The explanation was clear enough and the students understood it well. They got the generic structure of narrative text which used the simple past tense. They understood the purpose of narrative text which was to amuse, to entertain and to educate the readers. They knew the parts of narrative text namely orientation, complication and resolution. These facts are presented in the extract below. …”Ada yang tahu tujuan narrative text?” A student namely Pebri answered the researcher’s question, “To entertain the readers” The researcher responded, “Ya betul, to entertain, to amuse, and to educate the readers. Apa saja yang termasuk narrative texts?” The students replied, “Myth, legend, fable….” ….” “Iya, ada myths, legends, fables, dan lain- lain. Good, berarti udah ngerti ya.” One of female students who wore head scarf said, “Kemarin udah sama Pak Ibnu, Mbak.” Another student said, “Udah diajarin sedikit kemarin.” “I see. Kita review dulu ya sedikit. Ada apa aja di narrative text…generic structure-nya?” The students replied, “Orientation…, complication…, resolution…” “And…?” The students answered, “Coda...” “OK. Sekarang saya check kalau gitu” Then, the researcher showed an example of narrative text entitled The Bear And Two Travelers. “Ini ada teks singkat The Bear And Two Travelers. Coba tolong dianalisa complication- nya yang mana?” The students replied, “Two men were travelling together….itu yang paragraph pertama, Mbak.” “Okay. Terus complication-nya yang mana? ” The students answered, “The Bear came up…paragraph dua, Mbak.” “Good. Terus resolution-nya yang mana?” The students replied, “The Bear soon left him…. Paragraf tiga” “Alright. Then, itu ada coda-nya apa gak?” The students were silent. Then, The researcher tried to give another clue, “Ada pesan moralnya gak?” A male student said to his friend, “Kui ketok’e paragraph terakhir” The researcher continued, “Iya betul paragraph yang terakhir itu So…?” The students replied, “Never travel with a friend who deserts you at the approach of danger. ” “OK. Good job. Berarti udah mengerti ya generic structure- nya ” FN-2July 24 th 2013 The interviews with the students also implied that the students in the classroom had a good understanding of the materials which was presented by the researcher. The interviews can be seen in the transcripts in appendix B. One of the transcripts is as follow. Here is the interview transcript between the researcher and the student. R : “Gimana dek tadi pelajarannya? “How is the teaching and learning process, dek?” S10 : “Seru, Mbak.” “Nice, Mbak” R : “Berarti sekarang udah suka nih sama reading?” “So, now you like reading?” S10 : “Kalo ngerjainnya kayak gitu ya suka.” “Yes I like it if the way to do the activity is like that.” R : “Mudeng gak sama cara ngajarku?” “Did you understand the way I taught?” S10 : “Mudeng kok.” “Yes, I did.” R : “Kalo sama aktivitasnya yang berkelompok gitu kamu enjoy gak?” “What about the group activity? Did you enjoy it?” S10 : “Iya, jadi lebih semangat.” “Yes. I became more enthusiastic.” R : “Kalo teksnya susah dipahami gak? Latihan-latihannya juga tuh gimana susah gak?” “Are the texts understandable? Are the exercises difficult?”” S10 : “Setelah tahu arti kata-katanya ya gak susah dipahami. Cuma ya itu banyak kata- kata yang aku gak ngerti.” “It’s understandable when I know the meaning of the words, but there were many difficult words.” R : “Lha terus tadi waktu di click and clunk gimana bisa jawab? Kan udah diajari caranya?” “Could you do click and clunk? I’ve taught you the way to do that.” S10 : “Iya tadi lupa, terus diajari temen.” “I forgot, but my friend in the group tell me the way.” R : “Lebih enak lihat di kamus apa pake cara yang aku ajarin?” “Is is better looking for the meaning of the words in your dictionary or using the way I taught?” S10 : “Enaknya sih langsung lihat di kamus, Mbak…tapi lebih seru pake cara yang diajarin. Soalnya kadang males buka kamus. Kalo pas gak ada kamus juga bisa tahu artinya.” “I think it’s better looking at the dictionary, Mbak…but it’s more challenging when using the way you taught because I’m reluctant to open the dictionary. There’s no worry. If there’s no dictionary, I can get the meaning.” R : “Ooh gitu. OK deh, makasih ya.” “I see. OK then, thank you.” Interview Transcript 8 The advantages of the implementation of CSR are also presented in the following result of the reading comprehension test conducted in Cycle I. Table 6: The Result of Students’ Reading Comprehension Test in Cycle I Data Number of students 30 Mean 75.73 Standard deviation 4.39 In reference to the reflection conducted in Cycle I, the application of Cycle II was necessary because several problems such as the class that was noisy and some students were not adjusted to the click and clunk part.

4. Summary of Cycle I

In reference to the implementation of the actions in Cycle I, there were some actions that were successful and unsuccessful. The descriptions of the successful actions were as follows. a. The use of CSR was successful in making the students participate well during the teaching and learning process. b.The use of CSR was successful in making the reading lesson not monotonous. c.The students could comprehend the text by the implementation of CSR. d.The use of CSR improved the students’ reading comprehension ability. On the other hand, the unsuccessful actions were presented below. 1 The class became noisy. 2 The students had bad time management in doing the tasks. C. The Implementation of Cycle II 1. Planning Based on the discussion with the collaborators, the researcher determined that Cycle II still focused on the same problems found in Cycle I. The researcher made lesson plans based on the course grid to teach the students. She decided to implement the same activities and some new actions with the hope that the teaching and learning process would be more enjoyable and the students’ reading comprehension ability would significantly be improved. The action plans of Cycle II reveal the following points.

a. Fourth Meeting

The researcher and the collaborator planned to present recount texts to the students because it became one of the materials that would be used in the midterm test. The title of the texts was A Couple Who Survived Amazing 66 Days at Sea. The detail information of the use of the news item is presented in the lesson plan in Appendix E. The lesson plan was based on the course grid. In the teaching and learning process, the researcher acted as a teacher and the teacher acted as the first collaborator. The second collaborator was the researcher’s friend at the English Department. The implementation of CSR is presented in the teaching and learning process transcript in Appendix A.

b. Fifth Meeting