commit to user
In the whilst-reading activity, the researcher explained a narrative text, such as how to identify the generic structure, language feature, and so on. Then,
the researcher distributed the student‟s worksheets. The student‟s worksheet was in Appendix 8.c. Then, the researcher asked some of the students to read the text
loudly, the title was “
P ast
Experience” but before that, the researcher gave a model to read the text correctly. After that, the students discussed Task 2, 3, and
4. While the students discussing the lesson, the writer monitored them. Besides that, the teacher also guided and corrected the wrong answer . Then, some of the
groups, Group 4 and 3, reported their answer to the whole class. In the post-reading activity, the teacher concluded the lesson. Then, the
students and the researcher did reflection from the teaching and learning process about what they felt and their difficulties during the activities. At last, the teacher
gave them homework and said goodbye.
d. The Fourth Meeting
In the fourth meeting, a post-test 1 was conducted. The post-test was carried out on Thursday, April 15th, 2010. The test was held to know the success
of the students and to make adjustment in the lesson plan for the next cycle. The whole students of VIIIA participated in the post-test. The total number of the
students was 31 students, and no one was absent. The post-test was conducted in the form of an objective test. The test consisted of 40 objective questions
including: identifying detail information, identifying generic structure, identifying language feature, identifying referents, finding main ideas, identifying vocabulary,
and identifying the author‟s purpose. The test items of the post-test of Cycle 1
was in Appendix 11.a.
3. Observation of Cycle 1
The observation was conducted by the researcher and the collaborator. The observation was held during the teaching and learning process. The
observation was very important to do because it could be used as indicators of knowing the progress during the research. By observing and monitoring the
commit to user
teaching and learning process in the first Cycle, the writer knows how far the effectiveness of the technique used in teaching.
Before the teaching and learning process, the students arranged the seat position for every group. So that, at first, the class situation rather crowded. Then,
they sat at their group. Based on the observation, the class atmosphere changed from passive into active situation. They did not feel sleepy or bored again. The
students‟ self confidence increased in the this cycle. It can proved that some of the students began to have more courage to read the text. There were many students
could not pronounce the word in the text correctly. So that the researcher had to correct it. The feeling of shyness was reduced in the group work. The students
became very enthusiastic and active in doing the task. There were some students who wanted to ask and answer the question but their speaking dominated in
mother tongue. The CIRC made the students know each other well and work together in group. They help each other. Sitting in group made them more relax.
By Using CIRC, most of the students could enjoyed reading the text and participated in all activities. In generally using CIRC in reading class run well.
4. Reflection of Cycle 1
Having implemented Cycle 1, 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 revise the planning of Cycle 2. There were some important aspects noted from cycle 1,
they were as follows:
a. The Result of Cycle 1
