The true and false questions and the use of SWBST were repeated in the third meeting. To make the students more comprehend the text the researcher used
the same text in the next meeting. Generally, it could increase their ability to comprehend the text.
In Cycle 1, there was the use of various reading tasks. Jumbled sentence was used to make the students understand the sequences of events in the narrative text,
truefalse question to check their comprehension about the text, the SWBST strategy to make the students comprehend the text through the detail information
and fluent in summarizing a text.
c. Using handouts of the materials
Before the researcher taught the class, the students prepared the English book on their table. Because the teacher mostly explained the material on the
board, the students spent more time in copying them in their book. So, she gave all students handout when they faced new materials. The handouts were given
before the lesson started. It helped them learn the materials given and saved the time for writing. The following interview transcript describes th
e students‟ feeling towards the use of handout during the teaching and learning process.
Interview 9 HariTanggal : April 2014
Responden : P Peneliti, S Siswa
P Kalau dengan penggunaan handout itu membantu nggak Man? Did the
handout help you in learning process? S
Miss. Gak perlu nyatet banyak-banyak Miss. It was helpful. I should not make some notes from the teacher’s explanation.
3. Reflection
After conducting the actions in Cycle 1, the collaborator and the researcher conducted a discussion to make some reflections. It was to fulfill the democratic
validity and the dialogic validity as mentioned in Chapter III. In the discussion, we analyzed the data from the observations and the interview transcripts to
evaluate the action conducted. Everyone was free to express their opinions, feelings, and suggestions related to the implemented actions. The following was
the results of the reflection.
a. Applying summarizing activities
Even though the summarizing activities could not make the students understand yet, however, generally the summarizing activities could improve their
involvement in teaching and learning process time by time. These activities helped them understand the materials given since they could share what they
know. Although in the first meeting few students still found some difficulties, but in the next meeting they seemed to be more confident than that. They shared their
ideas confidently, interacted with the other students and the researcher, and asked if they did not know. Students often asked the difficult words from the text and
the researcher told them how to translate the words contextually.
Interview 6 HariTanggal : Sabtu, 5 April 2014
Responden : P Peneliti, S1, S2 Siswa
P
Trus kalo ngerangkumnya, gimana nduk? Udah bisa mandirikan? What do you think about the summarization, can you do it independently?
S1 Iya Miss, bisa kok. Kan udah ada petunjuknya, jadi lebih mudahlah kita
ngerangkumnya. Gak bingung-bingung lagi.I thought it was easy because there was instruction to finish it. So, I was not confused in
doing the tasks.
P Kalau kamu gimana Devina? Masih bingung apa udah ada
perkembangan? What‟s about you, Devina? Did you still feel confused
in doing the tasks? S2
Bisa kok Miss. Tapi kalau disuruh pake kata-kata sendiri itu yang masih agak sulit. Maklum Miss, vocab nya masih sedikit sambil tertawa. No,
I did not. Summarizing by using my own words was still difficult because I missed English vocabularies.
P Trus, pelajaran hari ini, menurut kalian menyenangkan nggak ya?
What do you think about the lesson? Is it fun?
S1 dan
S2 Menyenangkan sekali Miss. Miss lucu ngomongnya, kadang pakai
bahasa Jawa. Pokoknya gak seperti Bu Puji Miss, galak sambil tertawa.It was so fun. You are humorous. Sometimes, you spoke in
Javanese.
In line with the students, the collaborator or the English teacher also gave positive feedbacks to the teaching and learning process of reading using
summarizing strategy. The English teacher also said that the summarizing activities helped the students be independent to comprehend the text. The other
advantages were the students could know who is the character of the story, what is the problem, how the story ends, etc.
Interview 11 HariTanggal : April 2014
Responden : P Peneliti, GBI Guru Bahasa Inggris
P Bu, bagaimana ya saya tadi mengajarnya? Masih kurang banyak ya
bu?How do you think about my teaching process?
GBI Iya e Mbak, kok sepertinya anak-anak itu masih bingung ya sama
aktifitas merangkumnya Mbak Mita.I thought that your activities was still confusing for the students.
P Iya bu. Memang agak susah sih Bu awalnya. Soalnyakan menuntut anak
untuk kerja mandiri itu. Apalagi kosakata mereka juga masih kurang ya Bu.
That’s right, Mam. This activity was difficult for the students, because it asked students to work independently. Moreover, they still
had poor vocabulary mastery. GBI Ya nggak apa-apa Mbak, kan masih ada 4 pertemuan. Pasti bisalah
anak-anak kalau diajarin. Apalagi kalau sama Mbak Mita itu anak-anak mau berbicara gitu lho, nggak malu untuk menyampaikan pendapat
mereka.
It‟s okay, Miss, there would be next four meetings. The
