process. The data of Cycle I were collected through the observations, interviews, photographs, and video recording. The implementation of the actions are
presented below.
a. Implementing the Interaction-based Activities
The interaction-based activities on the stages of genre-based performed in the reading activities. In building knowledge of the field stage, activating the
students’ background knowledge and leading them to the context through questions and pictures. They surveyed the text, read the title of the texts, and then
slightly read the paragraphs in the texts. The interaction were built between the teacher and the students through discussing the materials and applying reading
games so the teacher was not center of the learning activities. It made students enjoy the activities because they could understand the text
by themselves and memorize the materials well. Several guided questions were given to build the interaction between the students and the teacher. The reading
game was applied to make them enjoy the learning activities. The building knowledge stage activities can be seen in the transcript of the following vignette:
…After that, R called Ss’ names one by one to check whether some of them could not join the class. R turned on the LCD and started the materials by
presenting the first slide about picture of Nyi Roro Kidul. R explored their knowledge about Nyi Roro Kidul and the narrative text through the
picture and several questions. R
showed the picture and said, “Well, look at the slide. Who is the woman on the picture?” Ss said “Nyi Roro Kidul”. And
then, R continued the next questions “Who is she? Is she superhero?” They
replied, “No, she is a legend
dari pantai selatan
”. R replied “Good, very good she is a legen
d from south sea”. Vignette 2: Friday, April 4, 2014
In the building knowledge of the field stage, the students did the discussion in building interaction the teacher and the students. They were more
active in the classroom than before. The discussion was quite useful to build the interaction in the classroom. The activities became students’ centered not teacher
centered anymore. The students were asked some questions related to the topic. The activities consisted of the discussion and the questioning and answering. The
students were encouraged to participate actively in the class. The discussion and the questioning and answering activities can be seen in the vignette below.
Beside the discussion, the reading game was applied in the classroom. It was used to build the interaction between the students. The game was a group
game. The students were enthusiastic to answer the questions. The students who got the highest score would be a winner. It was a new activity for the students
because they usually read the text individually. They enjoyed it. They looked …R explored Ss’ knowledge about Nyi Roro Kidul and the narrative text
through the picture and several questions. R showed the picture and said, “Well, look at the slide. Who is the woman on the picture?”. Ss said “Nyi
Roro Kidul”. And then, R continued the next questions “Who is she? Is she superhero?” Ss replied, “No, she is a legend
dari pantai selatan
”, R replied “Good, very good she is a legend from south sea”. “Today, we will
learn about narrative text.
What is narrative text?” R asked them.“
Narasi mas.
”, a S replied. “Good, any other opinions?” The other S said, “
Cerita narasi yang bertujuan untuk menghibur mas.
” R asked again, “Good, so purpose of narrative text is to entertain or to amuse the reader and to
give information. Can
you give some examples of narrative text?” Enthusiastically the Ss
said, “The legend of Tangkuban Perahu, Cinderella,
Si Kancil
, and Snow White.”
Vignette 2: Friday, April 4, 2014
serious when they competed to answer the questions. The activities can be seen below.
They enjoyed the class activities. They liked to learn reading in a different way. It was new for them, but they liked it. They preferred the game activities
than they just did reading individually. Through reading in a group, the students could help each other to comprehend the text. It made the interaction between
them run well. On the other hand, they also could comprehend the text correctly because they discussed the text together. Some questions were asked to them to
make sure that they enjoyed the activities applied in the classroom.
From the activities that were applied in the Cycle I, the students were expected to achieve the goal of the reading class. Some interaction-based
activities were applied in the class. Informal interview was done to make sure that …Then, R asked, “How about today’s activities in reading class?” Ss said,
“
Seru mas, asik banget. Besok lagi mas
.It is fun. I hope tomorrow will more fun”R continued, “Do you like the activities? They shouted, “Yes.” I
asked again, “Do you think that the activities help you to comprehend
memahami
the text?” They replied, “Yes.”“Jadi lebih ngerti mas. I get understand more
than before” one of Ss said. R said, “Good.
Bagus kalau begitu.
Is there any questions?” They shouted, “No.” Vignette 3: Saturday, April 5, 2014
…Next, R made a reading game. R gave Ss a short narrative text and asked them to read carefully in the group. After that, R took the text and
asked them about the text orally to check their comprehension of the text. The group that could answer the questions correctly would be given score.
Ss were very enthusiastic to answer the questions. They shouted to be chosen to answer the question. They competed to each other to win the
reading game. All of them tried to answer the questions but only some of them could answer the questions correctly.
Vignette 3: Saturday, April 5, 2014
