Sharing idea with collaborator Treatment Meeting 1

commit to user i The Schedule of Cycle 2 Activities No Activities Date Place 1. Sharing with collaborator June 13 th , 2011 Lecturer’s office 2. Treatment ƒ Meeting 1 ƒ Meeting 2 ƒ Meeting 3 ƒ Meeting 4 June 15 th , 2011 June 18 st , 2011 June 22 nd , 2011 June 25 th , 2011 Classroom Classroom Classroom Classroom 3. Post-test June 29 th , 2011 Classroom The researcher and the collaborator had discussed and prepared some materials which were suitable with the students’ grade. The materials could be described in the following table: Table 15 The Schedule of Cycle 2 Materials Meeting Material Meeting 1 Reading text “A Brief History of Coffee” Meeting 2 Reading text “The Amazing Mr. Tesla” Meeting 3 Reading text “Doctors Without Borders” Meeting 4 Reading text “Sister Act: Venus and Serena Williams”

2. Action

a. Sharing idea with collaborator

In the second cycle, the researcher also shared the result of the research with collaborator. As in first cycle, the collaborator gave her ideas and suggestion for the better achievement and so she did in the second cycle. On Monday, June 13 th , 2011, the researcher and the commit to user i collaborator shared their ideas about what the researcher should do in the second cycle in order to get better achievement. As the result of sharing between the researcher and the collaborator, there were some steps that should be revised in the second cycle. First, the students always made noise and the noise disturbed the other class when the quizmaster gave the questions. Sometime the quizmasters also talk their questions to the other students who closed with them, so the other students from other group knew the questions before the quizmaster gave the questions to the audience. In this case, the researcher should pay attention more to the students when they do their work. Second, based on the researcher view, the students was not able to find pronoun reference, recognize w ord meaning, find detail information, and answer inference question easily, it could be seen from the result of post-test of cycle 1. Based on the result of post-test of cycle 1, the mean score of pronoun reference indicator was 60.8. The mean score of word meaning indicator was 66. The mean score of detail information indicator was 59.3. The mean score of inference indicator was 67.6. It can be concluded that the students still found the problems in those indicators. Because of those problems, the researcher should give more control when the students worked, especially in connecting step. The researcher also should ask the students who played as the quizmaster to make more questions for pronoun reference , w ord meaning, detail information, and inference indicator.

b. Treatment

a. Meeting 1

a Preparation The first meeting of cycle 2 was held on Wednesday, 15 th June, 2011. The researcher entered to the classroom at 07.30 without collaborator, then the researcher greeted the students by saying “good morning everyone” they answered “morning mom” then the researcher continued to greet students by saying “how was live?” then the students answered “fine mom, and you?” the researcher answered with great smile “I’m fine too” then the researcher continued by saying “nice to meet you again in this occasion” they answered “nice to meet you too mom” then the researcher continued speaking “hopefully you are not bored meeting me again here” then there was commit to user i one student answering “No mom, I like it.” after that, the researcher continued by checking students’ attendance list. b Pre-reading activity As in the first meeting of cycle 2, the researcher explained about the objective of teaching and learning process for the first meeting, the researcher said that after following some steps of teaching learning process, the students were expected to be able to identify main idea of the text, find the pronoun reference, recognize word meaning in context, find detail information from the text, make inferences. After explaining the objectives of teaching learning process for that meeting, the researcher divided the students into some groups, each group consisted of 4 or 5 students, then the researcher gave the chart to all groups and ask them to write down their members on the chart based on their role, then the students discussed with their group to dispart their member into the four roles, they are; leader, summarizer, connector, and quizmaster. Then, the researcher also asked the students who played as quizmaster to make more question about pronoun reference, word meaning, detail information, and inference indicator. c Whilst reading activity The researcher instructed them read the text on the text book and read it seriously. The researcher also asked them to do some steps in cooperative reading groups technique such as: making a summery, finding the main idea of each paragraph, making inference of each paragraph, connecting the text from the first paragraph up to the last paragraph, find the reference for each pronoun, finding the right meaning for some difficult vocabularies that they find from the text, and comprehending detail information from the text. After that every group was asked to make more questions than in cycle 1. The students were asked to make 10 questions that covered about main idea of the text, pronoun reference, word meaning in context, detail information from the text, and inference. The 10 questions here consisted of 1 question about main idea, 2 questions about pronoun reference, 2 questions about word meaning, 3 questions about detail information, and 2 questions about inference. Then, the students were also asked to write it down on their paper based on their role and responsibility. In the second cycle, the researcher gave more control to the students in order to get better result of their work. The researcher also forbade the students to cheat with other group to avoid the leakage of question commit to user i from quizmaster. The researcher also gave appreciation to the group as winner if they could answer more questions than the other group. d Post reading activity After all groups showed their works and the researcher checked it, the researcher asked two quizmasters from two groups to present their quiz in front of the class. There were some students from the other group could answer the question from the quizmaster and the researcher gave smile card to them to make them as the appreciation. In the first meeting, the students were enthusiastic and active when the quizmaster gave the questions. The students answered the questions competitively. The students who wanted to answer the question should raise herhis hand first then the quizmaster chose one students who was the fastest raising herhis hand to answer the question. After the quizmasters gave all the questions to the other groups, the researcher gave written question to every group and asked them to answer. After the all the questions answered, the researcher collected their worksheet and discussed it together with the students. e Closing In this section, the researcher gave the time to the students to ask question, there were four students who were still confused about main idea and inference. They asked about main idea and inference. Then the researcher answered their questions and gave conclusion for the material. The researcher also asked them about their feeling during teaching and learning process using CRG technique. Most of the students answered that teaching learning process in the first meeting is really fun and challenging. After all the questions were answered and the researcher really knew about the students feeling after teaching learning process in first meeting, the researcher closed the meeting by saying “that’s all for today, thank you for your nice attention and participation, don’t forget to come to my class on saturday, see you in the next meeting. Wassalamu’alaikum warohmatullahi wabarokatuh.”

b. Meeting 2