The Implementation of the Actions in Cycle 2

4.2 The Results of the Actions in Cycle 2

The actions in cycle 2 were conducted by the researcher collaborated with the English teacher because the results of the actions in Cycle 1 had not achieved the research target yet. The actions in cycle 2 were also conducted in two meetings. The first meeting was on May 25 th , 2015 and the second meeting was on May 26 th , 2015. The stages conducted in cycle 2 were the same as the ones in cycle 1. They are planning the action, implementing the action, classroom observation and evaluation, and reflecting of the actions. In cycle 2, there were also two kinds of evaluations. They were process evaluation and product evaluation. The process evaluation was conducted by doing classroom observation during teaching and learning process in cycle 2. Meanwhile, the product evaluation was done by administering a reading comprehension test after finishing the actions of cycle 2. All the indicators of observation and reading comprehension test in cycle 2 were totally same as those ones in cycle 1.

4.2.1 The Implementation of the Actions in Cycle 2

The implementation of the actions was based on the lesson plans constructed by the researcher in cooperation with the English teacher with some revisions of the weaknesses found in cycle 1. The revisions of the implementation of the actions in cycle 1 were presented in table 4.4. By revising the actions, the students were expected to improve their active participation and their reading comprehension achievement. The implementation of the action in the first meeting was based on Lesson Plan 3 and the second meeting was based on Lesson Plan 4. The genre of the texts used in cycle 2 was similar as the one in cycle 1 that was Narrative text. The title of the text in the first meeting was “Jack and the Beanstalk” and the title of the text in the second meeting was “Little Red Riding Hood”. The indicators of reading comprehension in cycle 2 was also the same as the ones in cycle 1 covering word comprehension, sentence comprehension, paragraph comprehension and text comprehension. In cycle 2, pre-reading, while-reading and post-reading were also applied although there were some different activities in cycle 2 as the result of doing revision. The first stage of teaching reading in cycle 2 was pre-reading. In pre-reading, all the activities were the same as in cycle 1. They were attracting the students’ attention and interest by giving pictures in series, focusing the students in the topic by giving leading questions and stating the objectives of teaching and learning process. The difference happened in this stage was in distributing the pictures in series to the students. In this cycle, every student got their own pictures in series so that they did not need to share the pictures in series with their friend beside them again. It was different from the one in cycle 1 in which every two students got one set of pictures in series only, so they had to share the pictures with their friend beside them. 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. Thus, it could be concluded that the students of class X2 works better individually than cooperatively. That was why in cycle 2 the researcher decided to give one set of pictures in series for each student as the results of doing revision. Moving to the while-reading, first of all the teacher distributed the reading material to the students and asked the students to read the text silently. Then, the teacher reviewed the material about narrative text like the definition, social function, generic structures and language features. Then, the teacher related them to the text they had read. Further, the teacher asked the students to find the meaning of the underlined words in the reading text helped by pictures in series. After that, the teacher asked some students to read the text loudly paragraph by paragraph and the other students must listen carefully. After a student finished reading a paragraph, the teacher guided the students to discuss what that paragraph told about and also the meaning of the underlined words written in that paragraph. Then, it was continued up to the last paragraph. This activity was different from the first cycle. In the first cycle, the students only read the text silently without discussing the story with the whole class. To check the students’ comprehension, the teacher asked them some questions related to the reading text. Then, the students did the exercises accompanied by pictures in series and discussed the answers with class. The last thing done was checking the students’ exercise score. Finally, the last stage in teaching reading was post-reading. The activities in this stage were totally same as the activities of post-reading in cycle 1. They were guiding the students to draw conclusion in written form, asking and giving solution for the students’ problem and closing the teaching and learning process by saying good bye. The students’ conclusion was getting better in cycle 2, they could conclude precisely about what they had learned whether it was about the narrative text in general or the story of the text they had read. It showed that their comprehension about the narrative text was getting better in the cycle 2. Further, when the teacher asked the students’ problem, it seemed that the students did not face valuable problem in the actions of cycle 2.

4.2.2 The Results of Observation in Cycle 2