71 students raised their hand. In the researcher’s perspective, the students might be
ashamed to ask something or convey their ideas when they had to say in English. Seeing that no students wanted to say, the teacher closed the meeting.
However, before leaving the class, the students were asked to write the journal. It was a piece of paper containing three guiding questions. The journal is used to
facilitate the students to share about their own learning experiences, the difficulties faced during the teaching and learning process, and the students’
desire and needs in learning. The journal was also employed to help the teacher in understanding the students better.
The teacher gave the students ten minutes to write the journal. Throughout this activity, the researcher found that the students were really enthusiastic and
serious in writing the journal. Also, the teacher allowed the students to write the journal in Indonesian. It was aimed to make the students easier in conveying their
points. Afterwards, the teacher asked the students to submit the journal.
c. Reflecting of the First Cycle
The reflection was done to examine what went well and what needed to be improved from this cycle. The reflection of the first cycle was gained based on the
data analyzed from observation form and field notes, the results of the discussion with the teacher, and the results of journal.
From the data gained through observation form and field notes, the researcher could conclude that the implementation was done well. The researcher
found that the teacher’s preparation was very good. Moreover, during the implementation, the teacher delivered the materials clearly and understandably.
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72 Accordingly, his explanation was easily followed by the students. However, the
researcher saw that the teacher had not explained all the steps completely, for example, the teacher did not explain to the students about some possible types of
relationship, like cause and effect, contrast, summary, punctuation, and reference words as clues to infer the meaning of the unknown word. When the researcher
tried to confirm about that, the teacher had a reason why he skipped that part. It was because the teacher did not want to have long explanation. It would make the
students bored. Consequently, the teacher decided to give the students more experience in practicing the steps on to do the guessing. Then, the rest of the
theory would be delivered in the next cycle. In addition, the researcher examined that the students were very active in
responding to the teacher’s questions. Yet, the students seemed to be very silent when the teacher gave them opportunity to ask a question or express their own
ideas. The researcher only saw one or two students who were active in conveying their ideas. However, they still delivered their ideas in Indonesian. From that fact,
the researcher might conclude that the students were unwilling to speak up because they were afraid of making mistakes when they spoke in English.
The researcher also observed the great interaction between the teacher and the students because most of the time was spent on the class discussion. On the
other hand, the researcher observed little student-student interaction. It might be caused by the learning methods which did not maximize the students to mingle
with each other.
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73 The researcher also considered teacher’s view as a reflection. After
implementing the strategy and seeing the results directly, the researcher met the teacher to have a small discussion. The teacher, then, shared that actually the
implementation was done successfully. The students always paid attention to the teacher’s explanation and seemed serious to join all the learning activities.
However, the teacher conveyed that the students were still confused to apply the strategy directly without looking at their notes. According to the teacher, since the
students had not accustomed to practicing the strategy before, they still needed extra time to be more fluent in applying the strategy. To sum up his argument, the
teacher expected that the students would carry out the old saying, “learning by doing” in their learning process.
After summarizing the points of the teacher’s view, the researcher examined the journal in order to see the students’ opinions towards the
implementation process as well as their experiences in applying the strategy. From the journal, the researcher could say that the students showed positive attitude to
the strategy given. Most of them said that the strategy was highly beneficial for them, especially in facing the type of National Examination’s questions.
However, still from the journal, the researcher examined that most of the students faced difficulties in applying the steps of guessing procedure. Some of
them confessed that it was difficult to analyze the context clues. Besides, the students hoped that in the next meeting, the teacher still continued to explain
about contextual guessing strategy and gave more guessing exercises. Furthermore, the students also wrote their desire to have livelier and more
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74 attractive learning activities which could foster them to be more enthusiastic in
joining the class. Those were the reflection of the implementation of contextual guessing
strategy in the first cycle. Those reflections were gained from the data on observation forms and field notes, the results of the discussion with the teacher,
and the results of journal. So as to make clearer, the results of the reflection would be summarized into four major points. They were:
1. The students responded positively on the implementation of contextual
guessing strategy. 2.
The teacher needed to employ other learning methods which could increase the greater interaction between student and student.
3. It was very crucial to enhance the learning activities so as to avoid
boredom. It could be done by employing games or conducting discussion group.
4. It was very essential to enrich the variant of target words from many
authentic learning sources, for instances, from newspapers or magazines. Consequently, the students would experience various contexts which
might be useful to be applied in daily communication. Those were the description of all the activities done during the first cycle.
In order to provide clearer understanding, the researcher presented the summary of the learning activities done in each stage of the first cycle in Table 4.2.
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75
Table 4.2 The Summary of Learning Activities in the First Cycle
No Stages Main
Activities
1.
Planning
9 The researcher prepared the lesson plan of the
first cycle as well as the learning materials. 9
The researcher and the teacher planned the actions to be carried out on the implementation
process. 2.
Acting and Observing
9 The teacher introduced the concept of contextual
guessing strategy at the first time, then explained the steps of guessing procedure.
9 The students tried to practice the strategy by
accomplishing the worksheet. 9
The teacher and the students discussed the worksheet and reviewed the steps of guessing
procedure. 9
The researcher observed what was going on during the implementation process.
3. Reflecting
The researcher reflected upon all the events happening during the implementation process by
examining the data gained from observation form and field notes, the results of the discussion with the
teacher, and the results of journal.
2. The Second Cycle of CAR
