Planning The Report of Cycle 1

60 solve the problems that have been formulated previously related to the teaching and learning process and the students’ reading comprehension skill. They were: 1 using various activities based on the Multiple Intelligences techniques so that the students’ reading comprehension and the classroom activities could be improved. There were some reading skills of the VIII A students that the researcher wanted to improve. The first skills related to the students’ vocabulary mastery. During the meeting in the Building Knowledge of the Field BKOF, the researcher used Pictures and Mind-Mapping Visual-Spatial intelligence techniques, Songs related to the text Musical intelligence technique and Socratic-questioning Logical-Mathematical intelligence technique. These techniques were also used to vary the classroom activities so that the students could be more attracted to the lesson and could gain more vocabulary. To help the students’ improving their understanding of the text, the researcher with the students would analyze the text critically by using Socratic- questioning Logical-Mathematical Intelligence technique in the Modeling of the Text MOT stage. The researcher would ask the students’ opinion about the text to deepen their understanding of the text. The technique would also be used when they discussed about the Language Feature related to the text. Using text that is related to the nature Naturalist intelligence technique, Peer Sharing Interpersonal intelligence techniques and One-Minute Reflection Intrapersonal intelligence technique would also be used during the MOT stage. The researcher 61 would also used worksheets that was full of color and illustration. She expected that these techniques helped the students understanding the text. Finally, the researcher would try to develop several reading skills in the Joint Construction of the Text JCOT and Independent Construction of the Text ICOT. In the first meeting, the researcher would use the matching activity and the crossword activity Linguistics intelligence techniques to help the students developing their grammar mastery, vocabulary related to the writer’s tone and feeling and their understanding of references. In the second meeting, the researcher would use the Board Games activity Interpersonal, Visual-Spatial and Bodily-Kinesthetic intelligence techniques not only to develop their reading skills, but also to lighten up the teaching and learning process of reading. In the third meeting, the students would be expected to use their logical thinking in analyzing the text in the TrueFalse activity. 2 promoting group discussion to improve the classroom interaction between the teacher and the students and among the students and the students’ participation. The English teacher usually uses the teacher-centered teaching style. It made the students had less role and participation in the class. By using group discussion, the major role that was previously held by the teacher could be held by the students. The students could get more participated in their group’s discussion about the text. They could share their own opinions and perceptions about the text within their groups. 62 After all the plans were formulated, they would be executed in the actions and observation on the first cycle. The teaching and learning process would be conducted based on these plans.

b. Action and Observation

The first cycle was conducted in three meetings. The first meeting was on 4 th November 2013. The next meeting was done on 11 th November 2013. The last meeting in this cycle was on 12 th November 2013. The topic of the text that was used in those meeting was Recount Text. The text that were used were “My Holiday” for the first meeting, “A Tour to the Botanic Gardens” for the second meeting, and “My Grandpa’s Birthday” for the third meeting. The description of the action is provided below. 1 Meeting I After introduction and greeting, the teacher began the lesson with showing a picture to the students. A moment later, she asked the students specific and detail information about the “Mount Bromo” picture. The information was used to build students’ background knowledge about the place from their experience. The information was useful to be used in understanding the text. The students followed this activity enthusiastically. They answered the teacher’s questions voluntarily. The teacher recalled students’ memory related to the picture before the teacher and the students read the text. She also explained that telling someone experience is the purpose of Recount Text that they would learned that day. P memulai pelajaran dengan menyuguhkan gambar berupa gunung Bromo. Kemudian, P bertanya, “What is this? Anyone knows? Apa ini?” Beberapa murid 63 menjawab dengan keras, “GUNUNG..” “Bahasa inggrisnya gunung apa?” tanya P. Serentak para murid menjawab, “Mountain” Lalu P bertanya kembali, “What’s the name of the mountain? Anyone knows? Apa nama gunungnya? Ini terletak di Jawa Timur.” Beberapa murid mencoba menebak dengan berkata, “Gunung Bromo” The teacher began the lesson by showing picture of Mount Bromo to the students. Then, she asked them, “What is this? Anyone knows?” Several students answered her loudly, “ GUNUNG..” The teacher asked again, “What is gunung in English?” the students answered, “Mountain” After that, the teacher asked them, “What’s the name of the mountain? Anyone knows? It is located in East Java.” Some students tried to guess by saying, “Mount Bromo .” Appendix Apage 114-115 FN 06 Then, the teacher first asked the student to study the text by themselves while relating it to their own experience. After that, the teacher and the students discussed the text together from the vocabulary, the generic structure and the language feature. The teacher several times asked the students to answer her questions in that discussion. Most of the students paid attention to the teacher. Several students in the front and the back rows of the class voluntarily answer the teacher’s questions, but some students still kept silent. Setelah itu, P dan murid-murid bersama-sama membahas tentang Recount Text dari mulai pengertiannya, generic structure, language features dari Recount Text. P pun meminta contoh-contoh lain yang dapat ditemukan dalam teks “My Holiday” selain contoh yang terdapat dalam language features dalam lembar kerja tersebut. P memancing siswa menemukan contoh tersebut dengan mengajukan pertanyaan-pertanyaan pada mereka. Para murid berusaha menjawab setiap pertanyaan yang diajukan oleh P. After that, the teacher with the student discussed the Recount Text from the definition, the generic structure and the language features. The teacher asked the students to find other examples that can be found in the text. The teacher helped the students by asking questions. The students tried to answer every question from the teacher . Appendix Apage 115FN 06