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the teaching and learning process. He also gave comments about the teaching and learning process. The observation list was stated in Appendix 10.a. until 10.c. The
observation list could not cover all the information from the teaching and learning process, so the researcher used field note. The field note was in Appendix 17.
After that, the researcher prepared the interview guide and transcript of an interview to get the data from the students related to the implementation of
Cooperative Integrated Reading and Composition CIRC in reading. The interview guide and transcript of the interview were in Appendix 11.a. and 11.b.
The researcher also prepared the studen ts‟ questionnaire, the purpose was
to get the data from the students related to the implementation of Cooperative Integrated Reading and Composition CIRC in reading. The questionnaire was in
Appendix 19.a and 19.b.
2. Implementing Action
Cycle 1 covers four meetings, they were: the first meeting, the second meeting, the third meeting, and the post-test.
a. The First Meeting
The first meeeting was carried out on Thursday, April 8th, 2010, the English lesson started at 07.00. The reading text for the first meeting was
“
Going
to Sanur Beach”. The researcher entered the classroom and greeted the students. The first activity was praying. As usual in the English lesson, one of the students
RR became the leader of the praying in English. Then, the researcher checked t
he students‟ attendance. There were 31 students in the class, all of them were present. They were 16 male students and 15 female students.
Before teaching reading, the researcher gave motivation to the students. She said that reading was an important activity which should be done by the
students. By reading, they could find much information. Then, the researcher divided the students into 8 groups. She also mentioned the member of each group.
Then, one of the students named VNA said, “
Bu kenapa saya kok perempuan
sendiri di kelompok saya?”
.
Then, the teacher answered : “
Ini memang sengaja
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dicampur supaya bisa bertukar pikiran dengan teman kalian dan tidak malu”. It needed a long time for the students to make groups. It also made the class very
noisy because they still talked to their friends and did not move quickly. In the pre-reading activity, the writer explained the objective of the
meeting. After that, the researcher introduced the reading text by giving some questions.
The teacher said: “
Ok students, before we were studying about reading, I asked you to answer the following questions
.
First,
“
Students, do you have an unforgettable experiance
?”. There was not any respon until the teacher repeated the question three times. The students still kept silent and it looked like that they
did not pay attention to this question. Then, after the teacher repeated the question three times, some of the students answered:
“Yes, I do”. Then, the next question was:
“
What kind of experiences that you have?
”
.
One of the students answered
AY: “I’ever going to Karawang to visit my Parent”
.
Then, the next question was:
“Are both of your parents in Karawang?”
.
Then, he answered: “
No, just my
father”
.
The other students said TU: “My unforgetable experience was when I
followed English debate in SMP Amamulya in Tawangmangu”
.
One of the
students answered VNA: “I’ever going to Jakarta to visit my Father”
.
Then, the next question was:
“W
hat kind of tenses when you tell about your past experience, students?
”. Some of the students answered: “
Past tense bu
”. Then, the teacher answered:
“
Yes, good students
”. In the whilst-reading activity, the researcher explained a recount text,
such as how to identify the generic structure, language feature, and so on. The researcher also explained how to skim and scan text. Then, the researcher
distributed the st udent‟s worksheets. The student‟s worksheet 1 Cycle 1 was in
Appendix 8.a. Then, the researcher asked some of the students to read the text loudly, the title was
“Going to Sanur Beach” but before that, the researcher gave a model to read the text correctly. After that, the students discussed Task 2, 3, and
4. While the students discussing the text, the writer monitored them. Besides that, the teacher also guided and corrected the wrong answers. Then, some groups,
Group 8 and 2, reported their answer to the whole class.
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In the post-reading activity, the teacher concluded the lesson. Then, the students and the researcher did reflection from the teaching and learning process
about what they felt and their difficulties during the activities. At last, the teacher gave them homework and said goodbye.
b. The Second Meeting
