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4. Reflecting
Based on the observation and interview, the researcher and collaborator reflected some positive and negative results of implementation of peer tutoring
technique in cycle 1. The positive results were 1 the students’ reading comprehension improved. By using peer tutoring technique, the students could
generate and answer question, particularly in making and answering detail questions. By generating question, the students would have deeper understanding
and increased their ability in comprehending the text. 2 The students were more active in class. They could participate well and they were actively involved in
their pairs. They gave feedback each other. Although not all of students involved actively in the class, it could reduce the dominancy of the researcher in teaching
and learning process. 3 The students were more enthusiastic in joining the reading class. It was so because it was new technique for them. It improved their
willingness to ask questions. Besides, they would be motivated to learn more because they would provide the feedback if their tutee gave wrong answer. There
was a collaborative learning among the students in pairs. They learned in cooperative way.
On the other hand, there were also negative results in implementing peer tutoring technique. They were 1 students were not brave enough to raise their
hands if they got stuck on making questions. As a result, they did not get help for a question, so they were slow to move on to the next questions. 2 The researcher
could not assist the students equally because some pairs needed longer assistance. When the researcher walked around the class, she was restrained into the pair that
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the proportion for the guidance. Also, the researcher could not monitor them one by one since there were 20 pairs in the class. Only a half of them could be
controlled by the researcher. Based on the result of cycle 1, there were some aspects or components of
reading comprehension which still need to be improved even though the result of post test showed improvement. This improvement was far from expectation and
unsatisfying because: 1 some students 55 still could not find the main idea well; 2 Some students 57.5 still could not draw inferences; and 3 Some
students 53.5 still could not predict or guess the word meaning from context. It could be caused by some factors. First, they are lack of practices. The numbers
of the exercises were few, so they have little chance to understand well and to develop their skills. Second, the students were not accustomed to finding implied
information in the text because they were only taught to find the stated information in the text. They rarely learned how to draw inferences. Third, they
were seldom taught to predict the word meaning from context. They were used to consulting dictionary when they met difficult words. Besides, the explanation of
the researcher was considered too fast for some students. Hence, they could not catch what the researcher talked about.
Therefore, in cycle 2, the researcher and the collaborator recommended some following things to solve the problems of reading comprehension : 1
giving exercises in finding main idea; 2 giving exercises in drawing inferences;
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students whether the speed of explanation was acceptable or not. In addition, as stated before, the students did not get the same proportion
for the guidance of the researcher. The researcher could not assist the students equally because there were some pairs who needed longer assistance. Also, the
researcher could not monitor them one by one since there were 20 pairs in the class. Only a half of them could be controlled by the researcher. Hence, the
researcher revised the planning before. The previous planning was the collaborator only observed the teaching and learning process and gave advices.
Thus, in the cycle 2, the researcher planned to ask for collaborator’s help to assist the students, so they got the same proportion of monitoring and guidance during
peer tutoring activities. Besides that, in cycle 1, the improvements only judged and measured by
the teaching and learning process. Hence, in cycle 2, the researcher and the collaborator recommended to give the tasks or quizzes in the end of each meeting
which were consisted of four different skills that would be improved: main idea, detail, inference, and word meaning.
In brief, the unsolved problems, the possible causes, and the solutions could be drawn in table 4.5. as follows:
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Table 4.5. Reflection of Cycle 1 The Unsolved Problems The Possible Causes
The Solutions
1. The students could not find the
appropriate main idea.
1. The numbers of the exercises were fewer
1. Giving model or reviewing how to find
main idea, inference, and word meaning
and giving sufficient exercises in finding
main idea, inferences, and word meaning
from context 2. The students could
not draw inferences. 2. The students rarely
learned how to draw inferences
3. The students could not predict the word
meaning from context.
3. The students were seldom taught to
predict the word meaning from
context.
4. The explanation of the researcher
considered too 2. Asking the students
whether the speed of explanation was
acceptable or not.
4. The students did not get the same
proportion for the guidance of the
researcher 5. There were twenty
pairs in the class. 3. Asking for
collaborator’s help to assist and guide the
students.
C. Description of Cycle II
1. Planning
To overcome the problems arising in Cycle 1, the researcher revised the planning in cycle 1 so that the problems would not occur anymore. The researcher and
collaborator shared ideas about what they should do in second cycle in order to reach the better achievement of the teaching learning process and the
improvement of students’ reading comprehension. There were many things that should be revised in the first cycle. First, the researcher viewed that the students
were not able to find main idea, draw inferences, and predict word meaning from
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