Based on the calculation above, it showed that the mean score of the students’ reading comprehension achievement in cycle 1 was 75.03. Then, the percentage of
the students who got score at least 75 was 69.69. In this research, cycle 1 would be considered to be successful if the mean score of the students’ reading test score was at
least 75 and it was achieved by at least 75 of the students. Thus, it can be said that the mean score of the students’ reading comprehension achievement test had achieved
the research target but the percentage of the students who got at least 75 or higher had not achieved the research target yet. Based on the result above, it was necessary to
conduct cycle 2 because the actions given in cycle 1 were not totally successful yet.
4.1.4 The Results of Reflection in Cycle 1
Reflection was done after the result of observation and reading comprehension achievement test were obtained. Reflection was done by both the researcher and the
English teacher. It was done in order to know the weaknesses found in cycle 1. Reviewing the result of observation in cycle 1, it was known that there were 22
students of 32 students 68.75 actively participated in the first meeting. Then, there were 22 students of 31 students 70.97 actively participated in the second meeting.
Thus, the average percentage of the students’ active participation in cycle 1 was 69.86. It means that the target requirement of active participation had not been
fulfilled yet. Meanwhile, based on the product evaluation, the mean score of the students’ reading comprehension test was 75.03 and the percentage of the students
who got 75 or higher was 69.69. Then, it could be concluded that the mean score of the students’ reading comprehension achievement had achieved the research target
that was 75.03 but the percentage requirement of the students who got the score at least 75 or higher had not been achieved yet that was 69.69. It means that the target
requirement of students reading comprehension achievement in cycle 1 had not been fulfilled yet too. Therefore, the second cycle was necessary to be done by revising the
weaknesses found in cycle 1 in order to reach the research target totally. The revisions were as follows.
Table 4.4 The Revisions of the Implementation of Actions from Cycle 1 to Cycle 2
In cycle 1, two students got one set of pictures in series. They had to share the
pictures in series in pairs. In applying this stage, there were some students who did
not want to share the pictures with their friend. Therefore, some students could
not use pictures in series intensively. In cycle 2, each student in the classroom
got one set of pictures in series. Therefore, each student had their own
pictures in series. It was intended to help all students focused and used pictures in
series intensively.
In cycle 1, the story that was illustrated in pictures in series was not really clear to
be understood by the students because the researcher limited the number of pictures
in series in 8 pictures for a text. In cycle 2, there was no limitation for the
number of pictures in series. The researcher gave the pictures in series as
many as possible to visualize the reading text better than the actions in cycle 1. In
the first meeting of cycle 2, there were 11 pictures. Then, there were 9 pictures in
the second meeting. The number of pictures in series depended on the story
the detail events happened in the story. In cycle 1, the teacher only asked the
students to read the text accompanied by pictures in series
silently without
discussing the story with the whole class. In cycle 2, the teacher asked some
students to read the text loudly. Then, the teacher guided the students to discuss the
story with the whole class accompanied by pictures in series. Therefore, the
students that
got difficulty
in understanding the story might be helped.
4.2 The Results of the Actions in Cycle 2
