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Based on the table 4.2 it can be seen that the pattern that students show on each meeting seems to be varying one to
another. From the first cycle, it can be reflected that there were some students who did not give good participation and
motivation during the reading activity using QAR in the classroom. It is because some students did not understand what
they have to do on QAR. In addition, the problem regarding to the vocabularies makes some students confused in implementing
QAR categories.
1. The Improvement of Students’ Participation
When the teacher generated On My Own question, in pre-
reading, there were almost a half of students raised their hand wanted to answer teacher question. It most likely happened
since the students possessed adequate information or bank of experiences required for answering the question. When students,
in while-reading worked in group, however, some of them tended to be passive and did not actively participate or give any
contribution to their group. They were busy with themselves or even chattered with others instead. It might take place because
the students had not already understood yet how to work with QAR and might because they had to work in big group of 6
– 7 students rather than 3
– 4 students. 2.
The Improvement of Students’ Motivation
Some of the students were rushed, raising their hand to give their response, predicting or answering the teacher‟s question.
Such an atmosphere indicated that the students were enthusiastic to join the instructional process. Moreover, the students were
more motivated to read as they were stimulated to predict what they were going to read. QAR category such as a question,
“What might this text be about?” Author and Me, made students be curious whether or not their prediction was right.
The question also assisted students to formulate the purpose of reading: to get more information related to the title. It can be
seen when the teacher asked them, in the fourth meeting, soon
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after the instructional process was over, whether the activity made them interested to read the text.
A student, S10, gave his comment: “Kegiatan tadi membuat saya tertarik untuk membaca
apalagi klo ditanya prediksi tentang apa yang akan dibahas, berdasar judul, oleh si pengarang di dalam teks. Saya jadi
penasaran, ingin tau, apakah perkiraan saya benar apa
tidak…eeeee……pokoknya jadi penasaran ja pengen tau lebih banyak.” Thursday, September 13, 2012 See
Appendix 17
Another student, S8 gave her comment: “Saya semangat dengan pembelajaran tadi karena tidak
banyak tugas yang membuat pusing dan membebani, kan biasanya klo membaca langsung di beri tugas ngerjain soal,
trus suruh membaca satu satu. Klo tadi asik sebelum membaca ditanyain dulu, apa yang kamu tau dari teks. Trus
kira-kira apa yang mau dibahas. Jadinya kita penasaran bener ga ya tebakan kita sama dengan yang di teks, bacanya
jadi semangat gitu karena pengen tau yang kita tebak tadi
bener apa enggak”. Thursday, September 13, 2012 See Appendix 17
According to the statements above, the students were interested and motivated to read as the teacher asked them,
based on the title of the text, to predict what would the text be about. Thinking and predicting about what the text would
present to them made them curious and spurred to read the text to get the information and checked whether their prediction was
right. d.
Reflecting
Reflecting was aimed at examining the strong points and the weak points of the first cycle. In this case, the weak points were
functioned to make recommendation that would be used to
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design planning for next cycle. Here, the reflection covers the strong points and the weak points of improving reading
comprehension by means of QAR and recommendation. 1
The Strong Points
a. The students were more interested and motivated to join the
class as they were introduced a new technique that is QAR. b.
The students were familiar with the text, so it encouraged the students to activate their background knowledge. By
activating their background knowledge, the students would understand the text well.
c. The categories of QAR were effective to solve the students‟
difficulties on reading comprehension, especially for explicit information and main idea.
d. The researcher and the collaborator actively discussed before
and after meeting. Together, they made reflection and evaluation of teaching-learning process. By so doing, it is
hoped that it can improve teaching proficiency.
2 The Weak Points
Besides identifying the strong points, the researcher also found the weak points of QAR implementation to teach reading
comprehension in cycle one: a.
There were some students who had difficulty to identify implicit information or dealing with Think and Search
question, it might because they got difficulty to make simple summary, so they required more training and explanation for
that.
b. There were some students who had difficulty to find main
idea. It was most likely because they did not realize that main idea can be recognized using Think and Search and
finding the topic sentence as it states the main idea.
c. Some students got difficulty to identify communicative
function and make prediction when the teacher purposed Author and Me question. They found it hard to do, while
they need more explaining and guiding to prosper when dealing with such questions.
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d. The condition got worse, especially when, in the teaching-
learning process, the students worked in group consisted of 6-7. The teacher found that there were students did not
participate well in their group, they tended to depend on their partners and difficult to control.
Referring to the weak points emerge in cycle 1, the researcher along with the collaborator recommended for the next
cycle: a The teacher should tell the students to make simple summary by combining information in a paragraph or even over
a passage to identify implicit information Think and Search. b Then, the students must be realized that main idea can be
recognized using Think and Search and finding the topic sentence as it states the main idea. c The teacher should tell the
students that they need to activate their previous information pertaining to characteristic of a text according to its genre to
recognize communicative function. d The teacher should ask the students to relate between information in a text and information
stored in the head schemata to make prediction. e The teacher should give more examples on how to use the steps to deal with
Think and Search and Author and Me Questions. f Next, to make the students more actively participate and more easily to
control, the number of students in group needs reducing, 3 to 4 students. Vermette suggests that an ideal team size should be in
the range of three to four as each group can have a balance of interests, personalities, strengths and talents for sparking
creativity.
5
The strong and the weak points of students‟ reading comprehension skill can be reflected in the table below:
5
http:www.iaea2006.seab.gov.sgconferencepapersPortfolio assessment of cooperative learning groups.pdf
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Table 4.3 The Result Of Pre-Test Compared With Post-Test In Cycle I
Elements The mean score
Pre-test Post-test cycle I
Explicit information 67.5
73.1
Implicit information 59.5
64.7
Main Idea
61.3 66.3
Making Prediction
54.8 59.7
Communicative function 61
65.8
From the result of post-test in cycle 1, there were 14 students scored above or equal to 70. Referring to the Passing
GradeKriteria Ketuntasan Minimal KKM of class eleven: 70. It means that there were 35 of students passed the passing
grade. In more detail, there was a student scored 80, four students scored 77, and ten students scored 73 and the others
were lower than 70. The highest score was 80 and the lowest score was 53. While in pre-test were 10 or 25 students scored
above or equal to 70.
2. Cycle 2
