commit to user
Based on the result of the observation in the second cycle is as follows, the teaching and learning activity more alive. Before discussion, students arranged
the seat position together. The students looked active in the teaching and learning process. There were just a few students who made noisy. The students have more
courage to ask, to share, and to response their friends or their teacher in their group. The students‟ self confidence increased in the second cycle. The feeling of
shyness was reduced in the group work. When they worked in groups, they looked serious discuss with their teams. The discussion was not dominated by the high
level and average level students, but the low level students were active, too. When the researcher offered the students to retell the text in front the class, there were
many students want to retell the text. The students became very enthusiastic and active in doing the task. In Cycle 2, there were many of the students eager to give
their opinion, read the text and read their discussion result without the teacher pointed them. The CIRC made the students help each other and work together in
group. Most of the students could enjoyed reading the text and participated in all activities. In generally the classroom situation was more alive and exciting.
4. Reflection of Cycle 2
Having implemented Cycle 2, the researcher and the collaborator did reflection of the teaching and learning reading using Cooperative Integrated
Reading and Composition CIRC. The result of the reflection was used to know whether the teaching and learning reading was successful or not. There were some
important aspects noted from the observation, they were as follows:
a. The Result of Cycle 2
First, the result of the test showed that there was an improvement of the students‟ reading comprehension. The improvement can be recognized by
comparing the students‟ average score of the the post-test of Cycle 1 and the students‟ average score of the post-test of Cycle 2. The students‟ average score of
the the post-test of Cycle 1 was 67.96 and the students‟ average score of the post-
test of Cycle 2 was 77.87 . There was an improvement of the students‟ average
commit to user
score in reading from 67.96 to 77.87. It means that the students achievement improved.
Second, there were 31 students who joined Post-test 2. Based on the post- test scores, it can be seen that 21 students 67.74 were good, and 10 students
32.25 were very good. Meanwhile, the students‟ average score was in the good category 77.87. According to the school passing grade, the post-test of Cycle 2
can be categorized successful if the students in Class VIIIA obtain the score in the good or very good category. Based on to the result of Post-test 2, it can be said
that the acivities in Cycle 2 were successful and the teaching and learning process in reading comprehension using CIRC had not be continued to the Cycle 3. The
result of Post-test 2 was in Appendix 15.c. Third, based on the skill of reading in Cycle 2. The average score of: detail
information was 78.70; main idea of paragraph was 80.64 ; language feature was 80.64; vocabulary was 82.25; refere
nt was 69.35; author‟s purpose was 87.09; and generic structure was 77.41. from the result of rading above, the
researcher concluded that the students were successful in understanding: detail information, main idea, vocabulary, referent, language feature, generic structure
and author‟s purpose. So the teaching and learning reading CIRC must not continued to the Cycle 3.
Fourth, the result of the computation using non-independent test was t
o
= 13.20, while the t-
table at level significant α = 0.05 with n-1 30 was 2.048. It could be said that t
o
t
t
. It meant that the students‟ achievement increased
significantly. This increase was better than Cycle 1. Fifth, there were some strengths and weaknesses results in Cycle 2.
There were some strengths in applying Cooperative Integrated Reading and Composition, namely: the
students‟ motivation irncreased in group; they would learn from others directly or indirectly; the teacher also guided the students, how
to develop the skill of reading ; the students‟ reading comprehension was improved
particularly in finding detail information, main idea, vocabulary, referent, language feature, generic structure and author purpose. There were some
commit to user
weaknesses that arise in Cycle 2, namely: some students could not pronounce the words well, so the teacher drills the students pronounciation intensively; lack
control of the teacher in group work; the situation in the class rather crowded; there were some students who wanted to ask and answer the question but their
speaking still dominated in their mother tongue. The teacher had to guide the students to minimized the use of their mother tongue, and also the researcher
helped by the collaborator to monitore the students to make groups, so that, the discussion can run well.
b. Recommendation
