3. Reflection
In this final step, the researcher reflected, evaluated and described the effect of POSSE strategy on s
tudents’ reading comprehension. To make a reflection dealing with the teaching and learning process, some interviews
with the students and the collabotor were conducted. It was used to cross check the information of the observation. In addition, some photos were taken
to document the teaching learning process that would be used to reflect the action.
In reference to the finding of the data in the observation, the researcher and the collaborator made a conclusion and an evaluation on how the POSSE
strategy improved students’ reading comprehension. It would show whether students’ reading comprehension improved after having the treatment, what
the weakness of the action, and what would be needed to do more to improve of the action.
E. Data and Research Instrument
Data of the research were in the form of field notes, photos, interview transcripts and reading comprehension scores obtained from the pre-test and post-
test. The instruments of the research were in the form of observation sheets, a camera, a recorder, interview guides, and reading comprehension tests a pre-test and
a post-test.
F. Data collection Technique
Information about the teaching learning process before the implementation of the
action research was collected by observing the teacher’s teaching simulation and interviewing the teacher and students. The observation and interview were done to
know the situation of the teaching learning process and some problems related to the students’ reading comprehension.
The items which had been observed were about how the teacher delivered, explained, and gave examples of the text; how the teacher helped students to
comprehend the text; how the teacher encouraged students’ motivation; how the teacher guided
students’ activity; how the teacher monitored students’ activity; how the teacher gave feedback to the students; and how the teacher evaluated the
learning activity. The observation items also included students’ behaviour in the
class. They were about how students behave when the teacher explained the material, checke
d students’ understanding, guided students’ activity, and evaluated the activity, and how students behave when they worked with a text.
The interview items for interviewing the teacher included students’ ability
of reading comprehension, students’ weakness in reading comprehension, and
students’ activity in reading class. Meanwhile, interview items for interviewing students included
in students’ experience of reading texts written in English, students’ difficulties in reading English texts, and students’ activities in reading
class.
