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teacher reminded the students how to identify a narrative text, such as: generic structure, language feature, to find detail information about the text, etc. Then, the
researche r asked some of the students to retell the story “
The Frog Princess
” in front of the class. There were three students retell the story, they were: TU, V,
and G. After that, the teacher asked the students to discuss in groups and answered the questions in the worksheet. Then, the students discussed Task 3, 4, and 5.
While they were discussing the task, the researcher monitored them. The teacher also guided the students and corrected the wrong answers. Then, some of the
groups, Group 6 and 3, reported their answer to the whole class. In the post-reading activity, the teacher concluded the lesson. Then, the
researcher and the students did a reflection from the teaching and learning process that have been done. After that, the researcher gave them homework and stated
the topic for the next meeting. At last, the teacher said goodbye to the students.
d. The Fourth Meeting
In the fourth meeting, a post-test 2 was conducted. The post-test was carried out on Saturday, May 8th, 2010. The whole students of VIIIA participated
in the post-test 2. The total number of the students was 31 students, and no one was absent. The post-test 2 was conducted in the form of an objective test. The
test consisted of 40 objective questions including: identifying detail information, generic structure, language feature, referents, main ideas, vocabulary, and the
author‟s purpose. The test items of the post-test of Cycle 2 was in Appendix 15.a.
3. Observation of Cycle 2
The observation was conducted by the researcher and the collaborator. The observation was held during the teaching and learning process. The
observation was very important to do because it could be used as indicators of knowing the progress during the research. By observing and monitoring the
teaching and learning process in the second Cycle, the writer knows how far the effectiveness of the technique used in teaching.
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Based on the result of the observation in the second cycle is as follows, the teaching and learning activity more alive. Before discussion, students arranged
the seat position together. The students looked active in the teaching and learning process. There were just a few students who made noisy. The students have more
courage to ask, to share, and to response their friends or their teacher in their group. The students‟ self confidence increased in the second cycle. The feeling of
shyness was reduced in the group work. When they worked in groups, they looked serious discuss with their teams. The discussion was not dominated by the high
level and average level students, but the low level students were active, too. When the researcher offered the students to retell the text in front the class, there were
many students want to retell the text. The students became very enthusiastic and active in doing the task. In Cycle 2, there were many of the students eager to give
their opinion, read the text and read their discussion result without the teacher pointed them. The CIRC made the students help each other and work together in
group. Most of the students could enjoyed reading the text and participated in all activities. In generally the classroom situation was more alive and exciting.
4. Reflection of Cycle 2
Having implemented Cycle 2, the researcher and the collaborator did reflection of the teaching and learning reading using Cooperative Integrated
Reading and Composition CIRC. The result of the reflection was used to know whether the teaching and learning reading was successful or not. There were some
important aspects noted from the observation, they were as follows:
a. The Result of Cycle 2
