Final Reflection Reflecting the observation results

commit to user

a Positive results

9 Using directed reading text from newspaper, internet, magazines and other book to attract students’ attention to the text. 9 Letting the students chose their own topic increased their motivation marvelously. 9 Students’ reading comprehension was improved particularly in answering WH questions, inference question; identify the paragraph topic and the mean idea. 9 The students’ participated well, it can be seen that no one absent and low in reading skill. 9 More students asked questions in class and participated more in mind mapping. 9 Each groups participated equally in guessing and discussing the text. 9 Most of students or groups could bring their reading texts to the class.

b Weaknesses

ƒ A few students still reluctant to read the text. ƒ A few students still discussed in other topics.

c. Final Reflection

In the generals of two cycles which were implemented can overcome the reading comprehension problems in my reading class and lack of motivation towards reading activity. The improvement can be seen from students’ answering WH question and inference question, indentify paragraph topic and main idea. Also students are motivations toward reading activity. Through the observation of teaching learning process I can still see that not every student participate fully in reading class activity. The students who intend to copy their friends’ work and absent did not make significant progress. In future I am going to use directed reading, especially in my classroom. I will give task on choosing their own topic from internet in order to keep their interest towards in reading. When their motivation is high towards reading as a result their commit to user understanding towards the text is also increased. Group working is also effective in encouraging slowing students to participate more. 3. Research Findings This class action research is the teachers’ way to overcome the students’ problem in reading comprehension. I found some findings to answer the problems which are: a Can and to what extent directed reading text can improve students’ reading comprehension? b How is the process of teaching and learning situation when using directed reading texts are used in the classroom? The data were collected through several sources such as: interview, questionnaire, and photograph, lesson plan and hand outs. This section focusing on answering research questions in chapter 1 as well as describes other findings during the implementation of directed reading in classroom. The problems can be solved by using directed reading in teaching reading skill. The implementation of directed reading in reading class consists of two cycles and each cycle consists of four meetings. In each meeting gradually the students’ reading comprehension increased and their motivation to read is higher. Two major’s aspects in students’ improvement are: 1 the reading comprehension which is included their capability in answering WH question and inference question and identify paragraph topic and main idea. 2 The classroom situation when the directed reading text used in reading class. The result of the research can be seen more detail in table 4.15 Table 4.15 Research Finding A. Students’ reading comprehension Before the implementation of directed After the implementation of directed reading reading 1. Students cannot answer WH-question well • Ss can answer WH-question well • Ss can complete the exercise quicker commit to user 2. Students cannot answer inference Q well • Ss can answer inference Q well • Ss can complete the exercise quicker 3. Students cannot identify the paragraph topic • Ss can identify the paragraph topic • Ss can complete the exercise quicker 4. Students cannot identify the mean idea • Ss can identify the mean idea • Ss can complete the exercise quicker 5. Student’s mean score was 57 • Ss’ mean score in pre-test 68 • Ss’ mean score in post-test 72 6. Ss needed extra time to complete the task • Ss complete the task on time 7. Ss hesitated to guess the meaning of new words • Ss were confident to guess the new words 8. Ss hesitated to share their ideas • Ss were confident to share their ideas

B. Classroom situation when teaching using

directed reading implemented Before the implementation of directed reading After the implementation of directed reading 9. Students has low motivation • Ss had high motivation 10. Students don’t like reading • Students love reading 11. Students culture awareness is low • Students culture awareness is high 12. Students interested is low • Students interested is high 13. Students come without their reading material • Students bring their reading material 14. Students talk about unrelated topic • Students talk about related topic 15. Students do not ask question • Ss ask many questions to the teacher and their peers 16. Students do not participate in discuss • Students participate in discuss eagerly 17. Student do the exercises reluctantly • Student do the exercises without being asked 18. Teacher dominated in choosing the topic • Ss chose their reading topic 19. Teacher did monotonous pre-reading activity • Teacher did vary pre-reading activity 20. Teacher always uses the text book • Teacher uses vary the text book, materials 21. Teacher has no sense in selecting materials • Teacher improve on selecting texts