While the action was being implemented, the researcher with the help of the collaborator observed the learning process. This aimed to find out the weakness and the
positive aspects that were needed to be fixed up and developed.
5. Reflection After doing the observation, the researcher reflected to the actions. Then, the
researcher discussed the problems and the achievement during the implementation of the action with the English teacher and the collaborators. From the discussion, the researcher
made an evaluation. This gave influences to the researcher in designing the actions for the next cycle or in deciding whether there would be the next cycle or not.
In addition, Mills 2003: 26 proposes a step which is called reconnaissance. This step is a preliminary information gathering in which the researcher collected adequate information
about the research target. The researcher takes time to reflect with the beliefs and understandings about the nature and context of the general idea which has been developed.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter reveals the findings and discussion which refer to the efforts to improve the teaching and learning process of reading by using SCSS. These are
presented in two headings: research findings and research discussion.
A. Research Findings 1. Reconnaissance
The research began with finding problems in the field. Interviews with the English teacher and students were conducted to gain information about the
problems of teaching and learning reading. Besides conducting the interviews, the researcher also observed the situation of the English teaching and learning process
in grade VII J of SMPN 15 Yogyakarta. This class observation was held on March 18th, 2015. At that time the reseracher also conducted interview with some
students and the English teacher to gain information about the problems in teaching learning reading. The description of the English teaching and learning
process situation could be seen in the vignette below.
Classroom Observation
Place : Class VII J Date : March 18th, 2015
Before entering the classroom, R met the T in the teacher room to make sure that R would conduct class observation. Then, R with the T went to the VII J
classroom.
It was 8.35 a.m. when T and R entered the classroom. Some Ss were noisy and there were some Ss outside the classroom. After T and R entering the class, those students
came after. When T wanted to start the lesson, some students were talking to their friends.
Thus T needed to wait for awhile until the students were ready to start the lesson. T greeted Ss and opened the lesson. “Good morning, everybody. Ss answered,
“Good morning, sir”. T asked, “How are you today?” Ss answered, “I am fine. Thank you. And you?” T said, “I’m fine too. Thank you. Nice to meet you again.” Ss answered, “Nice
to meet you too.” Then, T checked the Ss’ attendance by asking, “Who is absent today?” Ss answered, “Nihil, Sir.”
After greeting the Ss, T introduced R and said that that day R would accompany the T in the classroom.
After introducing R, then T asked the Ss if they were ready to start the lesson. Ss responded T’s answer. T gave the topic of the material that they would learnt by giving
some direct questions to the students about warning caution and instruction. After that, T asked Ss to open the student worksheets or LKS Lembar Kerja Siswa on page 34, then
read an example of warning caution and instruction. There were some students sighing as they felt that the texts were difficult for them.
Then, T asked Ss to read the text carefully. T went out for awhile and Ss were noisy. After T came back to the class, Ss began to do the task in LKS seriously.
After some minutes, T asked some Ss to read the text aloud. T pointed the Ss to read aloud one by one. After the texts had been read, T corrected Ss’ pronunciation.
After that, T guided the Ss to understand the text. However there were many Ss who said that they did not understand the content of the texts. In guiding Ss to understand
the text, T asked the Ss to translate each sentence. However, there were many words that they were not familiar with. In finding the meaning of unfamiliar words, T asked the Ss to
find them in dictionary. Unfortunately, there were many students who did not bring dictionary. Then, T helped them by translating the texts.
T gave explanation about some difficult words in the text. T explained using both English and Indonesian language. T asked Ss to guess of the synonym of a word. T wrote
that word on the white board and omitted some letters of that word. Then, he asked Ss to guess what the word was. T explained the difference between antonym and synonym and
gave the examples. T wrote the examples on the board
After the text had been translated, the teacher asked some questions related to the text. The students answered the questions orally.
T went around and observed Ss. T asked Ss, “Any difficult words? Any question? If there is no question, we can come to the questions below. Please answer with a
complete sentence.” T mentioned the number of the question and then pointed students one-by-one to answer the questions.
At 9.15 a.m. the bell rang. T ended the lesson because Ss would have a break. R and T came out from the class.
