R : Kalau cardnya gimana menurut kamu? What do you thing about the cards?
S12 : Lucu ada gambar-gambarnya, jadi lebih fresh, hehehe.
The pictures are so cute. It looks so good.
... R: Researcher S12: Students
Interview 15, Appendix E
... R : Kalau dari cards-nya, lebih asyik kalau pakai gambar atau cuma kata-kata
aja? Which one is the more interesting, the cards contained pictures or only
words? S11 : Asyik pakai gambar.
It was more interesting if the cards containing pictures.
R :Menurut kamu dengan adanya gambar, apakah lebih membantu untuk memahami kosa kata?
did the pictures cards help you to understand the meanings? S11 :Ya lebih menarik aja kalau ada gambarnya.
Yes, it will be more interesting.
R : Bervariasi juga kan kalau pakai gambar? Is it more various right?
S11 :Heem, jadi enggak cuma tulisan aja, apalagi jam terakhir kan kadang ngantuk.
Yeah, so did not look at the words only, moreover in the last meeting we were sleepy.
...
R: Researcher S11: Students Interview 14, Appendix E
The pictures could be used by the students as the aids of defining the vocabulary in the cards. However, there were some aspects of the pictures which
needed to be improved. The pictures should be more attractive so that they could increase the students’ interest toward the learning media and the learning
activities as well. ..
R : ... Ada saran atau masukan untuk pertemuan selanjutnya Bayu? Is there any suggesstion for the next meeting Bayu?
S11 : Apa ya, kalau besuk masi pakai kartu-kartu lagi jadi bosen, hehehe. Pakai permainan aja jadi enak, belajar sambil bermain hehee.
If tomorrow we still used the card again and again. I think it will be boring. Playing the game was better, so learning by playing.
... R: Researcher S11: Students
Interview 14, Appendix E
The learning activities also needed to be varied. If the Silent Card Shuffle Strategy was applied in every meeting, the researcher should differentiate or vary
the activities so that the students would not get bored. As the researcher had planned, a game would also be used as the accompanying action which could
make a variety of the learning activities. The game that was proposed by the student became one suggestion for the researcher. This could be applied as a
variation of the learning activities.
4 Summary of Cycle 1
In reference to the improvement of the teaching of reading, there were some major features of effective reading instructions to be used in this research. Those
features became the elements to be considered by the researcher to determine the improvements of the teaching process in Cycle 1.
a Ongoing diagnosis to determine pupil’s progress in relation to the learning
tasks. During the teaching and learning process, the teacher monitored the
students’ progress by paying attention to the whole class and walking around to observe the students’ activities during the group activities. Besides, the researcher
also helped the students who got difficulties when doing the tasks. b
Varied teacher direction and structure to stimulate pupil interaction and discussion.
In Cycle 1, the researcher explained the materials using SCSS followed by other activities such as showing pictures and giving reading exercises for the
students. By conducting various activities, the students could get better understanding of the materials. The students could understand clearly by using
various kinds of media and conducting various activities. c
Larger groups to allow for and guide pupil’s exploration and discussion of valued topics.
Besides conducting group activities of card arranging, the researcher also provided the students with a group discussion and a whole class discussion.
These activities could encourage the students to explore their ideas and share them with others.
d Many opportunities for application of reading abilities in a wide range of
materials for a variety of purposes. In relation to the teaching process in Cycle 1, various kinds of reading
exercises were given to the students so that they could practice their reading skills. The reading tasks included the activities of matching words with the
definitions, matching stories with the pictures, answering questions based on the text, identifying truefalse statements, and filling the blanks with the correct
answers. e
Engagement of pupils in learning that enhances active involvement in and reinforces the development of independent reading.
When the SCSS activities were conducted, the students actively participated. The students worked in small groups consisting of four up to five
students so that all of them were engaged in doing the activities. After that, they did an individual reading practice i.e. reading a descriptive text and doing the
tasks related to the text. From the reading activities which were conducted in groups and independently, the students were involved in the learning activities.
However, in the whole class discussion about the text or questions, there were only few students who voluntarily participated.
Based on the discussion above, it could be concluded that the implementation of the actions gave influences to the teaching and learning
process. There were some aspects which were improved, but there were still some particular aspects which needed to be improved. The following table
shows the conclusion of the actions that were done in Cycle 1 and some recommendations for Cycle 2.
Table 15:The Conclusion of the Actions that were done in Cycle 1 and the Recommendation for Cycle 2
Actions in Cycle 1 Reflection
Recommendation for Cycle 2
Using SCSS
as the
strategy for
teaching reading in the classroom.
a. The students experienced a new
way of learning activities so that they
enjoyed the lesson more by using SCSS.
b. In Silent Classification step,
the students still talked with their
friends. a. The activities in the
SCSS should be varied. b. The classroom
management should be improved when doing
the activities of SCSS
Giving reading exercises to check the students’
comprehension of the materials.
The students could practice and develop
their reading skill by doing the reading tasks.
The reading worksheets should contain different
tasks on every meeting.
