verb, so they would sit with their partner. Next, teacher gave some questions relate the texts the questions type was yesno questions. The
students should answer before they read the texts and they shared and discussed with their partner. After the students finished their answer,
the teacher gave the texts for students and asked students to read. Then the students would have number of ‘facts’ about the text and matched
their answer. In the end, the teacher asked them to switch the answers randomly so they would know how many correct answers they had.
The teacher gave feedback before closed the lesson and assigned the students homework about to search texts related with the materials
that would be used for the third meeting, the same lesson plan with the same activities have done in this meeting.
c. Observing
In this phase, the writer as the teacher observed the students’ response, participation, achievement and everything which was found during the
teaching and learning process. When observing, the teacher noticed all of activities in the classroom. Sometime, the writer also asked some
students’ opinion about the teaching reading using pre questioning. It is important as a feedback for teacher after teaching-learning process
in the classroom. It was found that students more active when learning process, it
seemed some students had initiative to answers the questions. At the first action of the first cycle, after the teacher asked students to tell all
of the things they may know about the text, the students were so excited to answer, it was proven by some students more active to
answer. Although, there were some students did not do their task because they relied on the other friends who had a better answer than
they had. Some students also asked about the questions they did not
understand and some of them said that they had no idea about the questions.
d. Reflecting
Here, the writer analyzed students’ achievement and progress based on their test score. In this phase, the writer also discussed the
result of the implementation of the modified action and decided whether the action should be continued or not. However, regarding the
first cycle, the writer felt that her efforts to improve students’ reading comprehension of the text had been developed although not all the
targets could not accomplish yet. Beside of that, most of the students could understand the material and some of them could not find the
specific information of the text correctly. Some of students had enough background knowledge because they read and watch TV a lot. But
some of them still had no idea about the topics. So that, based on the discussion with the teacher and the results of
post test 1, the writer felt that it was necessary to do the cycle 2 because the writer found only little progress which had been achieved
by the studen ts. There must be more efforts to develop students’
reading comprehension. This effort was done in the next lesson plan of cycle two.
2. Cycle 2
a. Planning
Just like the planning in cycle 1, planning in cycle 2 begun by making lesson plans. It is aimed to change some parts that need to be
revised. The lesson plan which was used still related to the using pre questioning for reading text. But there was a modification in the cycle
two; that was the teacher divided students for some group works, reminded the students to read more according to the topics the teacher
