difficulties in
comprehending the text.
form of competitive game
in the form of playing drama that represented
the text.
E. The Research Process 1. The Report of Cycle I
a. Planning
In relation to the problems, some plans were prepared for the first meeting in this cycle. First, the implementation of CIRC was planned by
the teacher in the form of group discussion and sharing to make the students comprehend the text deeply. In this case, the students were
divided into eight groups in which each group consists of three or four students. Each group was then given a task in the form of reading aloud of
a recount text and identifying some features of the text. This was conducted through reading cooperatively and sharing ideas which
encouraged students to be actively involved in the reading practices. The use of discussion practices was aimed to make students learn and work
cooperatively with their friends in a group so the teaching process focused on reading comprehension. Lastly, for the documentation purpose, an
observation sheet, a camera, and Media Player 4 MP4 were prepared. The next phase was the second meeting as the follow up to the first
meeting. Firstly, the materials given were still related to the previous one. It was aimed to make sure that students really comprehended the texts. In
addition, the teacher gave the question card for each group. A new text and a reading task were prepared by the teacher to make students familiar with
the activities of comprehending the text. The task was in the form of question card which consists of the elements of recount text topic,
characters, settings, events, and the writer ’s impression and the list of
unfamiliar words. It had a purpose to know the students’ achievement in
reading comprehension. Moreover, to support the discussion practices, rewards were also prepared by the teacher. Rewards were given to the
active students and the active group in discussion practices. It was aimed to increase students’ motivation in reading. This action was used also to
solve the problems of the students’ low motivation. Finally, to record the
teaching process, an observation sheet, a camera, and an MP4 were also prepared.
In relation to the problem that students still have low motivation in reading, in the third meeting, a competitive game was organized by the
teacher. It was aimed to motivate students in reading comprehension activity. Some games were prepared not only for modeling the text but
also for doing reading tasks in the form of games which provided the rewards for the best group and the active students during the lesson.
Lastly, to observe the test process, an observation sheet, a camera, and an MP4 were also prepared.
b. Actions and Observation
Cycle I was done in three meetings. The implementation of each action could be seen from the process of teaching reading in each meeting.
