53 everything for teaching and learning activity Ary et al., 2010. This step was also
done before the researcher conducted action implementation. In this research, the researcher used Kemmis and McTaggart
’s model of classroom action research which action and observation were done at the same time during the action
implementation Kemmis McTaggart, 1988. In the reflection step, the results of the action would be evaluated and reflected by the researcher to figure out
whether the action implementation could encourage the students’ reading motivation Ary et al., 2010.
The implementation using authentic text in order to motivate the students in studying English was conducted from April until May 2014. In this research,
one cycle consisted of two meetings. In practice, one meeting took 90 minutes. In this research, the researcher passed two cycles. The researcher taught four
meetings in order to find the improvements of the students’ reading motivation in
studying English.
1. Preliminary Information Gathering
The researcher conducted preliminary information gathering in order to identify the problem faced by the students in SMA Negeri I Kasihan Bantul in
studying English Mills, 2011. The researcher conducted observation and interview as the preliminary information gathering in 18 March 2014 Mertler,
2012. The researcher used observation checklist as the instrument in observation of the preliminary information gathering. The participants of classroom
observation were all the students of XI IPA I of SMA Negeri I Kasihan Bantul,
54 theere were 30 students. Actually, there were 32 students but 2 students did not
come because they were sick. The researcher tried to know the students’
motivation during the reading activities. The researcher also gathered the data preliminary information gathering by conducting an interview with an English
teacher of SMAN I Kasihan Bantul. The data of observation result could be seen in table 4.1.
Table 4.1: Observation Checklist Result of Preliminary Information Gathering
Criteria Stud
ents’ Behaviours Percentage
Attention Students enter to the class on time.
76.7 Students pay attention to the teacher’s explanation.
83.4 Students follow the learning instruction.
70 Relevance
Students share their idea or experience during the discussion.
40 Using the dictionary.
16.7 The students speak in English most of the time.
20 Confidence
The students can cooperate with other students in working in a group.
80 Students do the tasks given by the teacher seriously.
66.7 Students are active to answer and ask in reading
class. 60
Satisfaction The students show their enthusiasm in reading class.
66.7
Based on table 4.1 the researcher could identify the problem during the reading class
using the observation checklist result based on Keller’s theory. There were three elements in motivation: attention, relevance, confidence, and
satisfaction. First, the researcher analyzed the first element of observation checklist results which was atten
tion. There were three students’ behaviours that showed the attention. The percentage of the students who entered to the classroom
on time was 76.7. Most of students 83.4 paid their attention to the teacher’s
55 explanation during the lesson. Most of the students 70 also followed the
learning instruction during the lesson. Second, the researcher analyzed the second element of observation
checklist results which was relevance. There were three students’ behaviours that showed the relevance. The percentage of the students who shared their idea or
experience during the discussion was 40. Based on the interview results with an English teacher who taught this class, the students would share their idea or
experience when the topic was interesting and also familiar. The percentage of the students who opened the dictionary to answer the unfamiliar words was 16.7.
Based on the interiew results, most of the students preferred to ask their friend. Some of the students also using their cell phone to answer the unfamiliar words
but not all the student could access that dictionary in their cell phone. Some of them borrow their friend cell phone. This situation created the classroom
condiction was not conducive. The percentage of the students who spoke in English most of time during the lesson was 20. The teacher also added that
some of the students had limited vocabulary. Third, the researcher analyzed the third element of observation checklist
results which was confidence. There were three students’ behaviours that showed
the confidence. The percentage of the students who could cooperate with others students in working in a group was 80. The percentage of the students who did
the tasks given by the teacher seriously was 66.7. Based on the interview result, some of the students did not do the tasks seriously. They discussed the answer
with others although they did the individual tasks. The percentage of the students
56 who were active to ask and answer during the lesson was 60. Based on the
interview results, most of the students more active to ask and answer in other activities such as in speaking and listening activities.
The researcher analyzed the last element of the observation checklist. The last element of the observation checklist was satisfaction. There was o
ne students’ behaviour that showed the satisafction. The percetage of the students who showed
their enthusiasm during the reading activities was 66.7. The teacher added that most of the students would showed their enthusiasm when the teacher chose the
interesting topic or implemented interesting activities.
2. Cycle One
