There were also two kinds of data obtained in Cycle 2. The first data was process evaluation that was gained through classroom observation. The second data
was product evaluation that was gained through reading comprehension test. The observation was done in each meeting during the teaching learning process.
Meanwhile, the students’ reading comprehension test was done in the third meeting on May 24
th
2014. The reading comprehension test covered word comprehension, sentence comprehension, and text comprehension. The time allocation was 90
minutes.
4.2.1 The Result of the Observations in Cycle 2
The observation of students’ participation in the second cycle was done during teaching learning process of reading. Class observation in the first meeting
was done by the English teacher while in the second meeting was done by the researcher. The first meeting was conducted on May 17
th
2014 and the second meeting was on May 23
rd
2014. The indicators observed were the same as those in the first meeting. They were 1 Surveying the text; 2 Formulating questions; 3
Reading the whole text; 4 Reciting the main points of the text; 5 Reviewing the whole reading text; 6 Asking questions to the teacher related to the topic; 7
Answering the teacher’s questions correctly In the first meeting, the researcher did to the main activities. In this stage, the
researcher did not introduced SQ3R strategy, because in the Cycle 1 the researcher has taught them about it. For the first, the researcher distributed a narrative text to the
students. After the students got the material, the researcher asked the students to survey the text. In this step the students were asked to look at glance to the text for
about 5 minutes. Its purpose was to make the students familiar with the material and activated their prior knowledge. After surveying the text, the students were asked to
formulate questions based on the text surveyed. In this step, the researcher guided them in writing some questions. The researcher also guided the students in making
good questions without grammatical errors. Then, the activities were continued by reading the text. In which the students were asked to find the answer of their
questions that had been formulated in the previous step. After they got the answers of their questions, then they continued to memorize the main points of the text. The
students recited the main points of the text in the written form. Then, the students reviewed reading the whole text and the whole process of reading. After finishing all
the steps in SQ3R strategy, the researcher distributed the exercise to train them to comprehend the text. When the students did the exercise, the researcher gave
information that they would not be punished when their answer was not correct. Then, the researcher discussed the exercise with the whole class.
The result of the observation in the second cycle indicated an improvement on the students’ active participation during the teaching learning process of reading
by using SQ3R strategy. In the first meeting, there were 22 out of 27 students 81.47 who were active in taking part in the teaching learning process, whereas 5
of 27 students 18.61 were passive in taking part in the teaching learning process. In detailed, 25 students were surveying the text, 25 students formulating the
questions, all students were reading the text, 24 students were reciting the main points of the text, text, 25 students were reviewing the whole text and 18 students were
asking questions to the teacher related with the topic. The students’ participation
improved in the second meeting. There were 26 students surveyed the text, 21 students formulated questions, all students read the text, 25 students recited the main
points of the text, 26 students reviewed the whole text, 21 students asked questions to the teacher related with the topic; and 24 students answered
the teacher’s questions. Totally, there were 24 of 27 students 89 who fulfilled at least 6 of 7
indicators. The rest of students 11 were passive in joining the teaching learning process. In conclusion, teaching reading on narrative text by using SQ3R strategy was
successful to make the students actively participated in the teaching learning process. The observation result in Cycle 2 was presented in the following chart.
Chart 4.2 Observation Result in Cycle 2
10 20
30
meeting 1 meeting 2
4.2.2 The Results of the Students’ Reading Comprehension Test in Cycle 2
