Determining the Actions to Overcome the Problems

First of all, the description about POSSE that would be the teaching and learning strategy was explained to the students. It was about the explanation of what POSSE strategy is, each step of the strategy, and how to implement the strategy in reading process. After the students clearly understood about the strategy, the explanation went further to the material that would be used during the research. The material was the Narrative text which was chosen by relying on the curriculum. During this study LCD projector and handout were used to engage students’ enthusiasm and to keep students work in task. Thus, students could use the strategy effectively while understanding the text. This situation was shown by the following field note. Then, several pictures of famous narrative stories were displayed to the students to their enthusiasm. The students were asked some questions related to activate their background knowledges to the narrative texts. They looked familiar with it even though it had not been thought before. They could answer the researcher’s questions shown in the field note below. 4.3 Peneliti meletakan laptopnya dan menyabungkan dengan LCD. Dia meminta salah seorang siswa menyalakan LCD. Kemudian handout dibagikan untuk setiap siswa. The researcher put out her laptop and plugged it to the projector cable. She asked one of the students to turn on the projector. Students paid on the LCD. Then the researcher distributed a handout to each student. FN-614 April 2015 In relation to the above transcript, the use of LCD and handout could engage students’ enthusiasm and participation towards the lesson. They gave their ideas related to the researchers ’ questions. However, there were some students who made noises during the lesson. The researcher approached them and asked some questions to them in order to get their attentions. After that, the students did task 1 on their handout. The task was labelling some pictures with the words provided in the table. Students were explained that they might find those words in the text they were going to read and they might open their dictionaries to find the meanings of those words. 4.4 Are you familiar with those pictures? tanya peneliti. “Ya”, “Cinderella”, “Malinkundang”, jawab siswa. Tergolong jenis teks cerita-cerita tersebut ? “narratif Miss”. “Okay, semua sudah menerima handoutnya kan?” “Then please look at the red riding hood story. “Have you ever read the story before?” Iya, jawab siswa. Lalu, Peneliti memberikan eliciting questions berkaitan language features, structures, dan tujuan teks nararatif yang terdapat dalam cerita. Siswa berpartisipasi aktif dalam kegiatan ini. Mereka menjawab pertanyaan peneliti dengan antusias. Beberapa dari mereka bahkan berani bertanya kepada peneliti. Beberapa siswa terlihat mencatat hasil diskusi di handout masing-masing. Are you familiar with those pictures?, asked the researcher. “Yes” “Cinderella”, “Malin Kundang”, answered the student. “Good, what kind of texts are they, asked the researcher. “Narrative text”, answer the students. “Then please look at the red riding hood story. “Have you ever read the story before?” “Yess”, answered the students. Then the researcher gave eliticing questions related to language features, structures, and purpose of narrative text containing in the story. They noted the result of the discussion in their handouts. The students actively participated during this activity by anwering researcher’s questions. Some of them were brave to ask some questions to the researcher. The others noted the result of the discussion in their own handout. FN-614 April 2015