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Planning Description of Cycle II

commit to user lxxxv Table 4.5. Reflection of Cycle 1 The Unsolved Problems The Possible Causes The Solutions 1. The students could not find the appropriate main idea. 1. The numbers of the exercises were fewer 1. Giving model or reviewing how to find main idea, inference, and word meaning and giving sufficient exercises in finding main idea, inferences, and word meaning from context 2. The students could not draw inferences. 2. The students rarely learned how to draw inferences 3. The students could not predict the word meaning from context. 3. The students were seldom taught to predict the word meaning from context. 4. The explanation of the researcher considered too 2. Asking the students whether the speed of explanation was acceptable or not. 4. The students did not get the same proportion for the guidance of the researcher 5. There were twenty pairs in the class. 3. Asking for collaborator’s help to assist and guide the students.

C. Description of Cycle II

1. Planning

To overcome the problems arising in Cycle 1, the researcher revised the planning in cycle 1 so that the problems would not occur anymore. The researcher and collaborator shared ideas about what they should do in second cycle in order to reach the better achievement of the teaching learning process and the improvement of students’ reading comprehension. There were many things that should be revised in the first cycle. First, the researcher viewed that the students were not able to find main idea, draw inferences, and predict word meaning from commit to user lxxxvi the context because the numbers of the exercises were fewer, the students rarely learned how to draw inferences, the students were seldom taught to predict the word meaning from context. Thus, the researcher and collaborator decided to give model or review how to find main idea, inference, and word meaning and give sufficient exercises in finding main idea, drawing inferences, and predicting word meaning from the context. Second, in cycle 1, the students did not get the same proportion in guidance since there were twenty pairs in class. Therefore, the researcher asked for collaborator’s help to assist the students who needed guidance and assistance. Hence, in cycle 2, the collaborator not only observed the teaching learning process but also guided the students who got difficulties in doing the activities. Third, the explanation of the researcher was considered too fast. Therefore, the collaborator suggested the researcher to reduce the speed of her explanation, so that the students could catch what the researcher talked about. Fourth, both the researcher and collaborator agreed that there should be tasks or quizzes in the end of each meeting to evaluate students’ progress during treatment. The tasks or quizzes consisted of four skills in reading, namely main idea, detail, inference, and word meaning. Meanwhile, the researcher also designed lesson plan which described the activities which would be done in the classroom. Furthermore, as the researcher got the materials, she proposed the materials to the collaborator to get her agreement about them. The materials were “Sucker Day”, “The Plain People”, and “The Life of Housewives and Househusbands in the United States”. commit to user lxxxvii

2. Acting a

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