124 her student to identify the verbs of the sentence. At the end of the activity they
discussed about the meaning of the sentence. For comprehending problem, there were two problems which were faced by
the students. First problem they couldn’t find the general idea of the text quickly when they only read once. They couldn’t understand. They had to read the article or
texts more than once. To comprehend their texts or article usually they had to read at least four times. The second problem was they couldn’t find the specific idea of
the texts. When they got question which was out of the texts but still related to the texts, they faced the difficulty. To solve the problems, the teacher did some
activities. First she explained about how to find the idea. She explained again about the strategy of reading, skimming and scanning. Besides, she explained about six
skills in reading: previewing, asking questions, guessing what new words mean, finding the topic and main idea, understanding pattern in English, and using signal
words. She gave the students a short text, she and she asked the students to read it. After her students read the text, she gave some questions to herhis. Then she asked
the students to identify the new words and guess the meaning of new words. After all the meaning of the new words were found its meaning, she asked the students to
find the topic and main idea, identify the pattern and the signal words.
3. Observation in cycle 2
Like in cycle 1, all the actions in cycle 2 were also observed by the researcher and the collaborators. The researcher and collaborators observed, noted,
and recorded the evidence, actions, and reaction from the students that supported or hampered the improvement of reading ability. The results of the observation were
125 as follows: 1 most of the students had motivation to learn English. They had
realized that learning English was useful for their life. Without being asked by the teacher, the students submitted their own text. In cycle 2 there were 28 students
submitting their own text. They not only submitted their own text but also analyzed their text by identifying the parts of speech of each sentence, identifying tenses of
each sentence, finding the difficult words, and trying to write the summary of the texts. In a spare time they asked the teacher to guide them to solve their problems
of English. 2 In presentation activity there were many students who asked questions and responses. They began to speak English. The result of their
presentation in cycle two showed that they were brave enough to speak English although it needed a long time. In delivering their idea a few students still read their
note. In the first meeting there were 16 questions, the second meeting there were 14 questions, and the third meeting there were 11 questions. In delivering their
responses or answering the questions, in the first meeting there were 15 responses, in the second meeting were 23 responses and in the third meeting were 25
responses. Their responses increased. In presentation activity the students began to say their argument freely. The situation was comfortable, they didn’t feel depressed
in joining the English lesson. Moreover the teacher always asked them what they wanted to study. 3 In individual consultation the students told their difficulties
freely, although for the first time they felt depressed when they joined the consultation. The teacher created the comfortable situation, for the next meeting,
and they enjoyed this activity. By so doing, they could enjoy their learning. The improvement can be seen by comparing the sum of words they got from the first,
126 second, and the third meeting In Individual consultation, the average words which
were got by the students were 12 words for the first meeting, 17 words for the second meeting, and 20 words for the third meeting. It shows that their vocabulary
mastery improved. 4 The students’ attendance. In general all of the students attended the individual consultation activity. If they were absent from this activity,
because they were sick and not because they were lazy. 5 In reading the texts, the speed of reading, was faster than before. The average speed was 14 minutes for the
first meeting, 11 minutes for the second meeting and 8 minutes for the third meeting from 40 students. The result of observation during their discussion of their text in
front of the class can be seen in the following table: Table 1: The sum of students delivering questions and responses
Questions Responses
Meeting The
sum of questio
ns The number of students
delivering questions The sum
of responses
The number of students delivering response
1
st
15 16
2
nd
15 20
3
rd
20 38,21,12,32,35,24,38,25,
17,33,40,21,9,5,4,7,3,6,8 ,2,6,27,1,13,16,5,10,11,1
4,17,18 27
10,26,14,17,24,38,19,2 5,40,6,19,33,12,21,34,2
2,9,32,13,28,35,7,31,8, 30,23,2,6,27,1,13,16,5,
10,11,1 50
32 63
36
From the table above, it can be seen that 50 questions were delivered by 32 students. It means that 80 of the students were actibe in making question. While 63
responses were delivered by 36 or 90 of the students gave responses see appendix 21.
127 Not all of the 50 questions and 63 responses or answers were delivered well.
Based on the way of delivering questions and giving responses the reseacher evaluate as follows:
Table 2: The way of delivering questions and responses No
Aspect to be observed E
VG G
F 1
The way in delivering questions 7
20 10
4 2
The way in giving response or answer to the questions
15 25
20 3
Note: 1. The way in delivering questions
E : Excellent The question related to the texts in a good structure VG : Very Good The question related to the texts
G : Good The question related to the text but using
bahasa Indonesia
F : Fair The question isn’t related to the texts, the grammar isn’t good, using bahasa Indonesia, or no question
2. The way in giving response or answer to the questions E : Excellent answering what is being asked correctly and using good English
VG : Very Good answering correctly and bad English structure G : Good answering correctly and using
bahasa Indonesia
F : Fair answering but incorrectly By comparing the number of students who delivered questions and gave
responses from cycle 1 and cycle 2, it can be seen that there is an increasing number of students who delivered questions and gave responses. It means that the activities
done in cyle 2 effective. After doing the individual consultation in the second cycles, every student
showed that hisher vocabulary increased. The number of words that they knew increased. The increasing number of new words they know is the effect of the
individual consultation. By individual consultation they are brave enough to express their problems and difficulties in their own way without being known by others. In
128 this situation students didn’t feel depressed, their self- confidence raised. The
number of new words they got can be seen in the following table: Table 3: The average of vocabulary mastery of each student
Vocabulary 1
st
meeting 2
nd
meeting 3
rd
meeting The average of
vocabulary mastery of each students
12 words 17 words
20 words
4. Reflection in Cycle 2
