Meeting 2 Actions and Observation in Cycle 1

41 Appendix C, interview 11 September 2 nd, 2014 The motivation was still in a low level that time. They seemed to think that whether they did the homework or not, the homework would still be discussed right away. To do or not to do is not the matter. After the homework had been done, the researcher and the students discussed that together. A problem appeared when they do the finding main idea part. Almost all of the students still could not identify a topic and a main idea of a paragraph. They were still in confusion over the difference between main idea and topic. The main idea matters, then, were being explained intensively. After discussing the main idea problems, students were asked to present their work in front of the class. They were given some feedback and everything was summed up. The next ph ase was assessing the students’ individual performance. The students were given another text procedure entitled “How to Install Printer”. P : “How is your homework, class? Has it done yet?” S : “ Belum , miss” P : “ Waduh, terus gimana mbahasnya ini kalau belum dikerjain? ” S : silent P : “OK then, I will give you 30 minutes to do your homework now. You may work in group and g ood luck” 42 The example of pictures can be seen in figure 3 . The worksheets were distributed, the instruction of the two exercises was explained, and they were told the time allocated. They had 30 minutes to do the individual work. At the first 10 minutes, the situation of the class was conducive. However, a student or two started to make inappropriate gestures. Some students peeked to the others, whispered, and even yawned. It seemed that some of them had thoughts that the exercises were not quite important for them. Thirty minutes had passed, many of the students did their works happily.

3. Reflection of Cycle 1

The implementation of recognizing text organization in the first cycle was done in two meetings. It was on Friday, August 29 th , 2014 and Tuesday, September 2 nd , 2014. After the implementation, a reflection was conducted. Recognizing text organization had successfully prevented the students from getting bored. The students enjoyed the materials so the process went well. In 43 addition, these activities made them become more active because they were accustomed to identifying the patterns before they answered questions. They also enjoyed the teaching and learning process of reading. However, the students still lacked motivation, they seemed aware in asking about their difficulties. Yet, they could not use their time efficiently. Either allocated time for every exercise was not enough or they failed to focus on their work instead of chatting with their mates might be the cause. The students also had difficulties in defining main idea of a paragraph. They were confused in differentiating between topic and main idea. This problem had been covered in this cycle by giving a clear explanation and giving examples by doing some exercises. The interaction between the students and the researcher as a teacher was also getting well. The students were willing to ask her after her prompting. Moreover, the interaction between students themselves was also getting better. They had discussed some issues well together. The English teacher, as a collaborator, also had a same note. She argued that both of the researcher and the students were in need of improvement. This can be seen from the extract of interview transcript below. P : “Bagaimana pendapat Ibu mengenai pembelajaran tadi, Bu?” GBI : “ Oh, sudah bagus. Tadi mbak Lisa sudah mengajar dengan baik ” P : “ Terimakasih, Bu. Lalu apakah ada masukan untuk selanjutnya, Bu? ” GBI : “ Nggak, udah bagus. Cuma suaranya agak lebih keras ya mbak Lisa, soalnya kurang kedengaran sampai belakang ” P : “ Ya, Bu. Terima kasih atas sarannya .”