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lxxviii the researcher asked them to present their result of peer tutoring, they wanted to
come in front of class voluntarily. They were not shy or afraid anymore. Based on the observation, in this meeting, the students showed some improvements. The
students responded or gave feedback each other and they could answer the questions well mainly detail question. Nevertheless, few students still could not
find main idea, draw inferences, and predict word meaning from context. It could be caused by lack of practices. Therefore, the researcher would try to cover these
problems to make the complete comprehension of the text. Furthermore, when the researcher changed the pairs or dyads every
meeting, it allowed students to become better acquainted with their friends and it could make them fresh to start the lesson. Also, it avoided boredom of the same
pairs. After the work in post test was scored, the researcher then could report that
there was improvement on students’ reading comprehension. The highest score improved from 76.77 in pre test into 83.33 in post test 1 and the lowest score
improved from 33.33 into 43.33. The mean score also improved from 56.83 into 63.41. In brief, the post test score of cycle 1 could be seen in table 4.2.below:
4.2. Post test Score of Cycle 1
Description Pre Test
Post Test Highest Score
76.67 83.33
Lowest Score 33.33
43.33 Mean Score
56.83 63.42
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lxxix Supporting the post test scores of cycle 1 in the table above, the following
table provided data about the students’ score viewed from reading skills.
4.3 Post test Score of Cycle 1 Viewed from Students’ reading Skills
NO SKILL
HIGHEST LOWEST
MEAN 1
Main Idea 85.71
42.85 69.28
2 Details
100 33.33
70.99 3
Inferences 90
40 69.75
4 Word Meaning
85.71 42.85
69.28 It was clear that students’ reading comprehension improved in cycle 1.
However, the researcher still felt that the result of post test 1 was not satisfying due to the fact that it did not achieve the target of improvement, namely 75
students can pass the passing grade 60. Based on the result of interview, there were some important points found.
When the researcher asked the students whether peer tutoring was effective or not to improve their reading comprehension, 92.5 students said that it was effective.
It was so because it could help them to understand the text easily. Moreover, if they gave wrong answer, their partners would try to correct their mistakes. The
students enjoyed following the procedures of peer tutoring and they felt happy if their friends could answer their questions.
Furthermore, when they were asked to mention the strengths and the weaknesses of peer tutoring, most of them shared the same ideas or opinions
about them. They said that the strengths of peer tutoring were 1 they could work together to solve the problems; 2 they could find main idea, details, inferences,
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lxxx and word meaning more easily although there were some of them who still could
not find the appropriate main idea, inferences, and word meaning. If they met difficulties in finding them, they could discuss together with their partners.
Meanwhile, the students complained if they got partners who were slow to learn or they got partners who were not serious in learning. In addition, they felt
shy with their partners because they were not close friends and they did not know well each other. Hence, they could not communicate well. They also said that the
class was so noisy when all of pairs did peer tutoring. So, they could not concentrate well. Those were some weaknesses of peer tutoring based on the
students’ opinions. Furthermore, peer tutoring gave the students a chance to be both a tutor
and a tutee. The researcher asked their opinions about it. They said that they were proud of being a tutor since they felt like a teacher. They gave questions,
corrected the answers, and explained them to their tutee. As a tutee, they also liked it because they could answer the questions successfully and get many
information or feedback immediately from their tutor. Being a tutor and a tutee were very helpful to understand the text given. Thus, it could motivate them in
following reading class. Meanwhile, the result of questionnaire of cycle 1 supported that the
implementations of peer tutoring in reading class was effective for them. 90 students stated that they enjoyed and motivated to follow reading class. The result
of questionnaire could be seen in the table 4.4. below:
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4.4 The Result of Questionnaire after Implementing Peer Tutoring in Cycle 1
