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
After doing the activities in cycle 2 and having given remedy to students in cycle 1, the researcher found out some strengths of the action. The strengths of the
action are as follows: a.
The students became more active individually and in groups Their activity can be seen from changing their behavior as long as they joined
in English class. It seemed that they were interested in English lesson, when the teacher asked them to do the exercises they did the exercise seriously. They
began to ask some questions if they did not know or understand the lesson given
b. Their desire to read English Text improved
The students began interested in finding English texts. Although they weren’t asked to. The texts then were brought to the teacher and they asked the teacher
to help them in understanding the texts. They also tried to retell their texts to their friend although it wasn’t the time to present it. In other word, they tried to
129 understand the text they got from internet and what they liked. The desire to
read increased. c.
The class became more enjoyable and fun They didn’t seem depressed when they joined the English lesson. It can be seen
from their attitude in joining the lesson, they weren’t crowded anymore. They sat quietly. They were ready to join the class. Their response was good during
the teaching learning process. They tried to answer the questions as well as possible.
d. Their vocabulary increased
This can be seen from the increasing number of words they got from their own texts see appendix 26
e. Their reading comprehension increased
It can be seen from the result of the mean scores that they got from the second cycle follows: the mean of the post test in the first cycle was 6.01 and the
mean of post test in the second cycle was 7.12, it can be concluded that there is an improvement score. In other words, there is an improvement of the
students’ reading ability. By using t-test of non independent, the result showed that is t
o
=3.275. Because t
o
3.275 is higher than t
t39,0.05
= 2.704, it can be concluded that the students’ reading ability improves significantly.
f. The students’ motivation increased
After doing the individual consultation, they didn’t feel depressed in learning English. Because they didn’t feel depressed, they learned English joyfully.
Their self-confidence increased. This made them brave enough to explore and
130 expressed their idea. The enjoyable and fun situation effected students’
motivation.
D. Discussion
After implementing the action in the first and second cycle some points can be taken: 1 the improvement of the student’s motivation; 2 the improvement of
the student’s vocabularies; and 3 the improvement of student’s reading ability. 1. The improvement of students’ motivation
After conducting the research, it can be stated that the students’ motivation improves. By giving a chance to the students to choose what they want to learn, the
students enjoyed to do what the teacher asked. Brown states that if the students are motivated, they will learn and if not they won’t 1994: 33. In this activity students
are involved to choose what they want to learn. They do what they like. When they do what they like they are happy. When they are happy they enjoy doing many
activities well. Higgins and Sorrentino states when sad, people tend for the most part to avoid interaction with the environment, because they will probably see it as
harsh and punishing while when happy, people tend to seek such interaction because they are likely to view the environment as rich and rewarding 1990: 267. Learning
is fun and exciting, at least when the curriculum is well matched to students’ interest and abilities and the teacher emphasizes hands-out activities Brophy, 1999: 1. By
using their own text, they enjoy the lesson, feel freedom, and happy. In happiness situation, they are likely in the enjoyable environment. They find the content
interesting and the activity enjoyable, learning requires sustained concentration and
