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lxv Meanwhile, having made consideration that the previous texts taught to
the students were too long and too difficult, the researcher in agreement with the collaborator replaced the materials into more interesting and easier texts that was
report texts. Also, the content of the materials which the researcher chose was new information for the students so that they were interested to read and comprehend
the texts given. The materials were listed as follows: 1 Tiger, 2 Postponing Death, 3 The Treasure Hunt, and 4 Suntan and Society.
2. Acting
a Meeting I
1 Opening
It was held on Monday, 15
th
November 2010. The researcher and collaborator entered to the classroom at 11.30 a.m., and then the researcher greeted the
students by saying “Good morning all. How are you?” They answered “Morning mom. I am fine, thank you, and you?” The researcher said “I am fine. Thanks.”
After that, the researcher checked the attendance list. There were six students who were absent. The whole students of 1G are forty students; fourteen male students
and twenty six female students. This activity lasted for five minutes.
2 Main Activities
a Pre reading activity
Before the researcher introduced Peer tutoring, she told the students the objectives of the meeting; that was implementing Peer tutoring to develop their
skills in reading. Following this activity, the researcher distributed the text entitled
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lxvi “Tiger”. She then explained to the students how to find main ideas, find details,
draw inferences, and predict the word meaning from context. When she explained skimming and scanning technique, most of the students had known about it.
Therefore, she just reviewed it. She also explained some types of questions which were categorized into main ideas questions, details questions, inferences
questions, and word meaning questions.
b While reading activity
In while reading activity, she explained what Peer tutoring is and how the procedures are. The researcher told them that in peer tutoring, they would play the
roles as a tutor and a tutee. Some of students laughed when they heard the term “tutee”. It was so because the term “tutee” sounded strange for them. It was like
the name of Indonesian female person. After that, she went to next step. It was putting students together into pairs or dyads. Next, she gave students a model how
to conduct training sessions with the tutoring materials prepared by her. This was the moment for guided session for the students. She led the students to pay
attention when the researcher gave a model or trained them how to be a good tutor and a good tutee. Once the researcher asked the students whether they had
understood or not. The answers were smiling and the silence. The researcher addressed the same question again to the student, namely IS. He said “Yes mom, I
understand.” As she finished giving a model, she assigned students to make some types of questions taught before, along with their answers, with different text
entitled “Postponing Death.” While they were making questions, the researcher walked around the classroom to help the students if they got stuck on making
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lxvii questions. There was a student, AK, who raised his hand because he was rather
confused to make word meaning question. He said “Mom, the answer should be taken from the text, right?” The researcher replied “Yes, of course. You must try
to predict the meaning from text without using dictionary.” Then, he showed his word meaning question to the researcher and it was correct. Next, the researcher
instructed them to practice tutoring sessions after they finished making the questions. Besides, the researcher also asked them to give feedback each other.
Unfortunately, only few students gave feedback to their tutee in this first meeting. Also, some of them made mistake in following the procedures of Peer tutoring.
They said “You are wrong” when their tutees or their partners gave incorrect answer. Therefore, the researcher always reminded them if their friends answered
wrongly; they had to repeat the question and if their tutees could not answer it, they had to provide feedback.
Besides, the researcher had them switch roles between tutor and tutee so that all of them had the same experience. Here is the example of the result of their peer
tutoring: FY: “What does paragraph 2 concern about?
DK: “Yinlan” FY:” Kurang lengkap jawabanmu.
DK: “Coba dibaca lagi, FY: “Oke.I ‘ll try again
DK: “let’s we see again how to find main idea. Coba jawab ya Who the paragraph is about?
FY: “ Yinlan” DK: “that’s right”
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lxviii “next strategy, what is happening with to the person in this paragraph?
FY:” Yinlan mati ya” DK: “So, what is main idea of paragraph 2?”
“Dalam bahasa Inggris dong, masak bahasa Indonesia” FY: “ yo yo main ideanya Yinlan had died two days after the holiday”
Gimana?Betul ga” DK: “Oke. You are righ.”
“Next question: when do they celebrate Harvest Moon Festival?” “Gampang jawabannya, you just locate the date or the time to look for
details.” FY: “in August or September kan”
DK : “Excellent.” “Next is inference question” ‘Why did the death rate drop until 35 before Harvest Moon Festival?
FY: “Hmmmmmmm apa ya? Jawabannya ga ada di teks” DK: “ya iyalah namanya juga inference question. please relate one clue to
another clue ya.” FY: “ Ok.because the elder chinese people wanted to celebrate the harvest moon
Festival so that they can postpone their death. Betul ga” DK: “Good Job. You can relate one clue to another.”
FY: “Ya donk.” DK: “The last is word meaning question. What is the meaning of “weak line 23?”
FY: “Not strong” DK: liat konteksnya dalam kalimat “She had not been well the past few months,
and her family noticed that she seemed weak. “ FY: “ Oke. Artinya sakit. Sick kan?”
DK: “ You’re right.” All the students did the peer tutoring very well although there were still many
mistakes in constructing the sentences mainly in grammar and tenses. This activity needed 30 minutes to finish.
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lxix
c Post reading activity
In post reading, the researcher invited them to present their result of peer tutoring. At the first time, they were reluctant to come in front of the class. But
when the researcher told them that they were all learning, they had bravery to present it. Only three pairs who presented theirs because the time was almost up.
It left 10 minutes to end the class. The researcher reviewed the process and the
result of peer tutoring. She said that the process ran well although some students had no bravery to present their results. Most of them could follow the procedure
easily.
3 Closing
The researcher asked what they felt and what their difficulties are during the activities. For a moment, they kept silent but luckily, one student namely WT
answered that she enjoyed during the activities. In contrast, the difficulty was that she could not distinguish between WH question and Yes-No question. Then, the
researcher promised to explain it in the next meeting.
When the researcher watched the clock, the time showed 12.50 p.m. It meant that the time for reading class was over. To end the class, the researcher reminded
the students to review what they had got at home. After saying goodbye, the researcher and the collaborator left the class.
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lxx
b Meeting II
1 Opening
The second meeting was conducted on Monday, 22
nd
November 2010 at 11.30 a.m. The researcher greeted the students and checked the attendance list. The
meeting was attended by 39 students. One came late and one was absent.
2 Main Activity
a Pre reading activity
The researcher asked the students what they had learned in the previous meeting. No one answered it. The researcher delivered another question “Do you
still remember what we had learned last meeting?” they replied “Yes, mom”. However, the researcher believed that the students needed such kind of a
review due to the fact that it was new for them and there were some students who were absent in the previous meeting. For about 13 minutes, she spent for
reviewing the previous material. She then switched to the material of this meeting; “Treasure Hunt.” In warming the students up, the researcher gave the clues about
the topic by asking “Have you ever dug a hole?” They answered “Yes”. One of them said “In the graveyard, Mom.” All of them laughed. Another said “Usually
people dig to make a well, mom.” Student YE also answered “Yes Mom, I ever dug a hole to plant my flowers.”
b While reading activity
The researcher instructed students to make their own pairs to avoid boredom. But, in this meeting, the total numbers of students were odd. Consequently, there
was one dyad consisted of three persons. During the instruction, the students were
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lxxi busy to find their partners. When the pairs were formed, the researcher distributed
the text and assigned the students to produce main idea questions, detail questions, inference questions, and word meaning questions along with their answers as the
preparation of the tutoring sessions. While the students were generating questions, one of them raised her hand.
She is WT, the same person who, in previous meeting, had difficulties to distinguish between WH questions and YesNo question. So, the researcher
explained them for while. After that, she monitored the activities of the students in pairs. At that moment, she looked at one student who seemed confused but he did
not want to raise his hand. The researcher came to his table and helped him. He could not make inference question. The researcher led him to gather the facts in
the text and drew conclusion from it. The students said “Mom, is this question right?” He showed it to the researcher “When did Daniel return to dig the hole in
the island? The answer is in 1786.” The researcher replied “Good Job. You could find the information which is unstated in the text.” Next, the researcher asked
them to tutor each other when they finished making the questions. During this process, the students were so enthusiastic. They gave feedback
each other. The researcher noticed that when a student, namely FK answered incorrectly, his tutor, PC gave error correction or feedback to FK by saying “The
correct answer is no, they did not because the fact showed that the investors would never stop digging until they found the treasure. It can be inferred that they
did not give up. So, the answer is no, they did not” after explaining it, FK nodded his head showing he had understood.
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lxxii Student RH as a tutor also gave feedback when his tutee, DS could not
answer detail question correctly. Then, RH explained the correct answer. This feedback made DS understand well. Here is the illustration:
RH : “Why did Daniel and his friends return to continue digging the hole?” DS :”The hole filled with water. ”
RH :”Why did Daniel return to continue digging the hole? ” DS :”It was difficult to dig the hole. ”
RH :”The correct answer is that because they wanted to find the treasure.
Jawabanya ada di paragraf 3. Fokus aja di kalimat pertama. Kan udah jelas di situ; 8 tahun kemudian mereka kembali untuk menemukan
treasure. ”
DS :”Ya, aku tahu sekarang. ” Following the activity, there was also a student who corrected the spelling of
the word in the text. He said “Mom, I think it is ten feet not teen feet.” The researcher replied “Yes, you’re right. It is ten feet. Thank you for your correction”
“You’re welcome, Mom” he said. It showed that he was interested in the text. In addition, these tutoring sessions took longer time since they had tried to give
feedback each other.
c Post reading activity
In post reading, the researcher only invited two pairs to present their results due to the fact that the time was almost up. The researcher then gave comment for
the result of peer tutoring. She said “Most of you show the progress. You can produce main idea question, detail question, inference question, and word
meaning question well. Besides, you can give feedback each other.”
3 Closing
The researcher asked their feeling that day about the use of peer tutoring. One student felt happy since his friend could answer his question. Another said that the
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lxxiii class was so noisy, so she could not concentrate well during the activity. In
addition, some students agreed that peer tutoring can motivate them to follow the reading class. After some comments, the researcher closed the meeting at 12.57
p.m. by saying goodbye. Then, the researcher and the collaborator left the class.
c Meeting III
1 Opening
On 27
th
November 2010, at 11.30 a.m. the class began. The researcher greeted the students and checked the attendance list. There were only 38 students attended
the class in this meeting. Two students were absent because of sickness.
2 Main Activity
a Pre reading activity
In order to warm the students up, the researcher gave the clues about the topic that will be given by asking “Which one do you like white or black skin?” Most of
the students said “White mom because it make us more beautiful” but there was one student said I like black skin because I am black since I was born. Trima apa
adanya, Mom.” Another said “Black is sweet, mom”. Following this activity, the researcher asked the students to predict what the text is about, then they answered
it is about the skin colour.
b While reading activity
In the 3
rd
meeting, the researcher put the students together into different pairs. Then, she distributed the text entitled “Suntan and Society” to each pair. Next, she
instructed them to do tutoring sessions, similar to the first two meetings. The
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lxxiv responses were very good. The students not only gave questions each other but
also gave feedback or error correction if their tutee answered incorrectly. For example, one of the students namely PS as the tutee got the feedback immediately
from her tutor, EK when her answer was wrong. EK said “You should answer white not sick. Pale in this context means white skin” The researcher went to next
pair. She also found that one of the pairs provided the feedback. They are LW and DA. LW could not give appropriate main idea. He just read the first sentence of
the paragraph as the main idea, and then DA corrected it by saying “The main idea is not only in the first sentence. In this paragraph, the main idea is in the last
sentence, the factors that influence our skin colour.” In addition, student SR gave question “How the people make their skin dark?” the researcher corrected the
question by saying “How do the people make their skin dark?” then her tutee answered “They lie under the sunlamp.” “Excellent,” SR said. This activity
needed 45 minutes.
c Post reading activity
After the tutoring session ended, the researcher invited the students to present their result in front of the class. This time, many pairs had a chance to deliver
theirs. The researcher felt that their confidence improved because they were brave enough to perform in front of their friends. Then, the researcher reviewed what
went wrong and what went right during the activities.
3 Closing
The researcher did not forget to invite students to give suggestion about the implementation of peer tutoring. No one spoke up. Then, the researcher addressed
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lxxv the same question to two students; FY and YH. FY delivered his opinion by
saying “I think peer tutoring is good, mom.” Meanwhile YH only said “idem, mom”. All laughed.
To end the class, the researcher reminded all students to attend the class on Monday, 29
th
November 2010 for the post test. Finally, the researcher said goodbye and left the class together with the collaborator.
d Meeting IV
It was held on 29
th
November 2010 at 11.30 a.m. Post test was used to assess students’ reading comprehension after treatment in cycle 1. All of students
could participate in the post test since the researcher had informed it in the previous meeting. The test was the same thing applied in the pre test. There were
thirty items in the form of multiple choice. Seven items were about main idea, six items were about detail, ten items were about inferences, and seven items were
about word meaning. The post test ran smoothly although there were some students who tried to cheat or look at their friends’ answer. Then, the researcher
warned them.
3. Observing
