Using handouts of the materials

easily. When did the second task, the students were more confident to do it in pairs. Both of the students shared their ideas or opinions together related to the task. If they found the difficulties, they asked to me. The students became more enthusiastic because they wanted to be the best reader‟s group and got reward from me. In the third task, an individual task was about making a summary based on the recount text. The researcher asked the students to choose one of the texts, determine the SWBST from the text, and make it summary based on it. Some of students chose the first text, because after scanning the text, they guessed that the first text was easier than the other texts. The last meeting in the Cycle 2 was still about the recount text themed Holiday. In this meeting, there were three tasks about students‟ comprehension, such as multiple choices related to the text, truefalse question, and comprehension questions. When the students finished reading the first text, there were some difficult words they found, such as, volunteer, woven, ikat, dawn, coast, and memorable. The researcher gave them clues through my body language and giving them some examples related to the words. After reading the model of Kemudian mereka beralih ke tugas yang kedua. P meminta mereka berpasangan dengan teman sebangku. Setelah itu secara berpasangan para siswa menyelesaikan tugas kedua. Ada di antara mereka yang masih bertanya kepada P. P pun berkeliling untuk mengecek pekerjaan mereka satu per satu. Then, they moved to the second task. The researcher asked the students to do the task in pairs. There are some students who asked to me if they found the difficulties. So, she could not only sat in front of them, but also looking around them to check their work . AppendixFN10 the text entitled Holiday in Kupang, they directly mentioned the SWBST and its summary. It made me so surprise. Moving to the first task which was about some multiple choice questions, the researcher asked the students to finish it individually, because the task was too easy to be worked in pairs or group. 1 Determining Somebody-Wanted-But-So-Then Then, the next task was the task asking the students to work individually. The task was about summarizing. In process, without guidance the students determined the SWBST first. They still asked me in determining the part of SWBST, but overall they finished the other parts by themselves. In second cycle, the researcher also promised the students to give a reward for the best reader and the best group in finishing the task correctly. It made the students being motivated. From the students‟ opinion, the writer, some friends, and a foreigner lady and her daughter were the Somebody. The students felt easy in determining the Somebody. Next was Wanted. Wanted represents the plot. The story was told about the writer‟s holiday to the Borobudur Temple with her friends. The third part is problem. The part But states conflict or challenge the person or people faced. Their meeting with the foreigner lady and her daughter was a problem because from their meeting, the writer and her friend knew about cross-cultural understanding. Every story or text should not have the solution, but in this text, the students could find how to solve the problem above. Finally, they say sorry to the foreigner of being not respectful. The students have finished the first text well. Then they moved to the next task in the form of comprehension questions.