95
d. The improvement of English thinking skills
As seen in the result of conversation topic, this activity did not gain to the indicators. It could lead the discussion to the real condition that students had
had a problem on this thinking skill.
4. Reflection a. The result of ARP
The results of the second cycle was concluded as follows : Number of
Meeting Reading Stage
Result Suggested
Activity First
Previewing Unsuccessfully
Need More
practices Predicting
Successfully Done Finding Topic of
Conversation Unsuccessfully
Need More
practices Second
Guessing Word
Meaning Successfully Done
The first meeting had three reading strategy activities that two of them were done unsuccessfully. It happened as the problem of students’ anxiety of
answering the questions and losing the information needed. The other one was related to their untrained well in doing more similar exercises.
The second meeting had only one reading strategy activity which were broken down into three kinds of tasks that had its intellectual process through its
instructions. It was successfully done as it reached the indicator given. b. The strengths of ARP
96 The improvement of the students’ reading strategy was the only strength
shown by this cycle. It consisted of two reading strategies; predicting and guessing word meaning.
c. The weaknesses of ARP 1 The improvement of English thinking skills
They were about to reach the goal that they read better and faster. But they needed more learning to read at their level and the thinking of English reading for
more. This way was needed as they had to understand some written conversation based on the native speakers’ culture Cohen, 1999 ; 160. In short, a set of
thinking English skills were needed here. Jeffries 1986 ; 289 strongly proved and said that the exercises had been designed to provide practice in grasping
logical thought patterns in English and the guessing meaning of words from any contexts. It would be done in the next cycle.
2 The improvement of students’ reading strategy The other problem was previewing. There were 14 of 15 students who had
been reading very carefully and being afraid of losing the information they need for answering the questions. The students’ anxiety would be limited to the next
reading activity. this feeling would develop some broken bridge to the linguistic competence in doing language learning. Weiner 1986 ; 286 called this as the full
range of emotions which was accompany to failure and rejection. 3 The improvement of students’ reading habit and motivation
The students’ reading habit and motivation were still the same with the previous cycle, as the students did the reading activities under the condition of the
97 tasks was their teacher given exercises. This way could send the discussion to find
the answer to the last cycle.
5. Recommendation
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