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Reflecting The Strengths Description of Cycle II

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4. Reflecting

After giving the treatment, the researcher would like to reflect the conditions of cycle 2. Based on the observation of the researcher and collaborator, interview, and questionnaire, the researcher could identify some strengths and weaknesses of implementation of peer tutoring in teaching reading comprehension.

1. The Strengths

The selection of peer tutoring gave stronger and more visible concept so that they could understand the text well. In comprehending the text, the researcher gave explanation how to comprehend the text by some strategies like skimming, skinning, drawing inferences, predicting word meaning. By this explanation, the students applied the researcher’s explanation in producing questions, providing the answers, and giving feedback. Therefore, in peer tutoring, they could develop their reading skills through producing questions, providing the answers, and giving feedback to their friends. Besides, the students made questions and responded their friends’ questions better than before. The students could bring their best knowledge and reading skills when they were given chance to do peer tutoring with their partner. Besides, the students’ reading comprehension improved. They could find the correct main idea. They also had been capable of inferring the texts and predicting the word meaning better than before. It was proved by the quizzes in post reading of each meeting. They could answer all of the questions in post reading. commit to user cii Moreover, there were no more students who complained that they did not get equal guidance from the researcher since the researcher and the collaborator had given them the same proportion of guidance or assistance. However, in cycle 2, few students who needed longer assistance. It proved that their reading skills had developed so far. The students’ motivation in following reading class also improved. No one talked out of the topic. No one played their mobile phones and no one came late. Besides, they had high confidence. They were brave, not shy to raise their hands if they needed help and answered questions. Furthermore, pair work activities which occurred in peer tutoring provided students more chance to have interactions with their friends. As a result, they could build good atmosphere in the class by exchanging ideas actively. Besides, their relationship among students was more intimate than before. They could be close to each other since the researcher asked them to mix and match with different partner. In other words, they had different partner every week. The table 4.12 below described the comparison between previous condition and condition after implementing the treatment of cycle 2: commit to user ciii Table 4.12. The Comparison between Previous Condition and Condition after Cycle 2 Previous Condition Conditions after cycle 2 Indicators

1. Previous students’ competency in reading

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