researcher invited the students to do guessing meaning practice with the unfamiliar words in the story. The researcher also gave the correct answer to the students. It
aimed to let the students know their mistakes so they could learn from their experiences.
Before the meeting ended, the researcher once again reviewed about the parts of the story that underlining the structure strategy diagram and told the students that
next week, the discussion about narrative text would be still continued. The researcher then closed the lesson by greeting the students.
c. Third Meeting
The last meeting in cycle 1 was done on February 2
nd
, 2016. The researcher and the collaborator came into the class room after the bell rang. The researcher
opened the meeting by greeting the students and checking the students’ attendant list. The researcher then asked students about the homework that was given in the
previous meeting. Before they discussed the homework, the researcher guided the students to preview what they learned in the previous meeting. Then the researcher
told the students that they would still learn about the narrative text by using SS. After that the researcher and the students discussed the students’ answers of
homework to see whether they already had better in comprehending a story or not. The homework was an incomplete story. The students were asked to complete the
story by choosing the answer under the story. This task was to know whether the students could arrange the coherent and cohesive story or not, since the nature of the
Structure Strategy focus on seeking coherence as stated by Lorch and Lorch 1995,
in McNamara, 2007:356. During the discussion, the researcher once asked about the content of the story, the structure, and the unfamiliar words. In discussing the
unfamiliar words, the students were not allowed to open a dictionary since they were trained to guess the meaning of words. The students were asked to apply the steps in
how to guess the meaning of the words. The researcher also invited students to find the part of the diagram in the story like the characters, the setting, the conflict, the
events and the solution. The next activity was individual practice to understand a story by using
Structure Strategy. The researcher informed the students to read text 4 and text 5 in 10 minutes. The students were allowed to have a discussion with their friends in
understanding the stories. Before this activity was over, the bell rang and it meant that the students had the second break. The researcher then pleased the students to
take their time and continued the reading practice after the break. The students continued the reading practice. The researcher distributed a piece
of paper to the students. There were 10 questions related to the text 4 and text 5 with 5 questions in each text. After the students finished the reading, the researcher asked
them to answer the questions in 20 minutes without dictionary. The researcher and the English teacher supervised and monitored the students.
The time was up but students had not finished yet. The teacher then gave five minutes more to the students. It aimed to know the speed of students in
understanding the story after training in using Structure Strategy. After all students finished their work, the teacher invited students to have a little discussion.
From the discussion, the researcher knew that the students showed their improvement in understanding a story. Although they still felt uncertain, they could
overcome the detail of the story better than before. Before the class ended, the researcher reviewed the material and told students to keep practicing in how to guess
the meaning of the unfamiliar words.
3. Reflection
