In cycle 1, the actions were carried out in three meetings. The implementation of the action could be seen from the following teaching and learning process of
reading.
a. First Meeting
The first meeting was on January 27
th
, 2016. The researcher and the collaborator came into the class room after the bell rang. The researcher opened the
first meeting by greeting the students and checking the students’ attendant list. The first action was the researcher showed some pictures of Parangtritis Beach and
Pramba nan Temple. This action was to catch the students’ attention to the researcher
and to activate the students’ background knowledge. The picture was used in the BKOF stage. During this activity, the researcher gave some questions to recall
students’ background knowledge. The example question was about some stories related to the two pictures. The activity was described below.
… Peneliti mulai mengajar kelas VIII B dengan menunjukan gambar yang
telah dipersiapkan sebelumnya, yang pertama adalah gambar candi prambanan dan yang kedua adalah gambar pantai parangtritis. Peneliti lalu
menanyakan apakah siswa mengetahui gambar apakah itu. Siswa menjawab bersama-sama. Peneliti juga mengajukan beberapa pertanyaan lain untuk
mendapatkan perhatian siswa dan membangun pemahaman siswa tentang narrative text. Pertanyaan itu antara lain seperti pernahkah siswa mendengar
sebuah cerita yg berhubungan dengan 2 gambar tersebut. Siswa menjawab bersama-sama dengan riuh. Setelah itu peneliti menyampaikan bahwa cerita
seperti
“Roro Jonggrang dan Bandung Bondowoso” dan “Nyi Roro Kidul”
The researcher, as the teacher, also stimulated the students’ knowledge to relate it to the materials on that day. After that, the researcher distribute
d the students’ handout. There were texts and tasks in this handout which had been arranged by the
researcher. The researcher then asked students to read a text in the first page. The focus of this activity was not about understanding text as whole, but raising students’
awareness on the structure of the text. Therefore, a familiar story was needed to get the message of structure of the text. So here the researcher chose The Legend of Nyi
Roro Kidul as the text used in the modeling stage. A text entitled “The legend of Nyi
Roro Kidul” made students complain because they thought that it was a long text.
The researcher gave them motivation and said that students only had to read the text first. The students tried to read but they still showed their lack of motivation to
follow the reading activity. They kept talking with their friends during the teaching and learning process.
adalah contoh dari narrative text. Lalu, peneliti juga menyampaikan bahwa hari ini mereka akan belajar tentang narrative text.
…
The researcher began her teaching by showing some pictures; the first picture was Prambanan Temple and the second one was Parangtritis Beach. The
researcher then asked whether the students knew about the objects. Students answered yes together. The researcher then asked other questions to catch
students’ attention and recalled the students’ background knowledge about
narrative text. The question was like “Have you ever heard a story related to those pictures?” The students answered “Nyi Roro Kidul”, “Roro Jonggrang and
Bandung Bondowoso”. The researcher then told the students that those stories are examples of narrative text. The researcher then informed the students that
today they were going study about the narrative text. …
Appendix 4FN 5 Line11-21
Before the researcher explained about the narrative text, she tried to involve the students by asking what they had known about narrative text. The students kept
silent. The researcher then asked what kind of text that students had read before. One student in the right side answered that the text was about story of Nyi Roro Kidul.
The researcher then spotted and repea ted the student’s answer “story”. The
researcher tried to recall students ’ background knowledge related to story. First, the
researcher asked students about what is commonly involve in a story. The students kept silent. The researcher then gave an example by mentioning one of the parts of a
story that is character. Some students began to participate in the class discussion by saying other parts of a story that are setting and plot.
The researcher continued the lesson by explaining more about the definition of narrative text, the function and the generic structure of narrative text. In this activity,
the researcher also implemented the first stage of SS that is teacher modeling. The researcher began to inform to the students that each of text has its own structure and
trained the students to understand the part of the text. In narrative text or story, there are characters, the setting of the story, conflict, sequence of events, and solution. In
this meeting the researcher tried to help students in understanding the structure of the text as the clue for them to comprehend what the text said for them. Together with
the students, the researcher discussed the structure of the text one by one. In this stage, the researcher also informed students about Structure Strategy and
the diagram that they would have in that meeting. She then explained about the part of Structure Strategy diagram such as characters, setting of the story, conflict, events
and solution. The students showed no problem in receiving the part of s story since
those things were familiar to them. In this meeting, the researcher also implemented the second of the Structure Strategy that is guided practice of the students by inviting
the students to fill the diagram in the next page based on the text entitled “The
Legend of Nyi Roro Kidul”. In this activity, the researcher tried to train the students to be aware with the part of the story the characters, the setting of the story, the
conflict, the sequence of events, and the solution. After filling the diagram, the researcher explained how to the diagram can help them in grasping the whole
meaning of the story as the implementing of the last stage of the structure strategy that is and modeling how to use structure strategy diagram in understanding the text.
In this stage, the researcher invited students to answer the comprehension questions to know whether the students had already comprehended the story or not. The
researcher set this activity as a class discussion in order to involve all the students. However, only some students actively participated to the discussion.
The last action was practicing how to guess the meaning of the unfamiliar words. The researcher told students about the steps in guessing meaning from
context. Then, she invited students to discuss the next task that was about guessing the words’ meaning. Students were not only trained to decide the meaning but also
find the clues. The meeting had to finish because the time was up. The discussion about the
task in practicing how to guess the words’ meaning had not been over yet. Then, the researcher said that the discussion would continue in the next meeting. The teacher
closed the meeting by greeting the students.
b. Second Meeting
