82 had answered best, three of them had had good answer but bad reason, and the
rest had had good answer but no reason. The result showed that they were able to reach the goal but need more practices to strengthen their reasoning in
choosing the answer appendix 11. It hopefully could be improved to the other activity.
The last part of this cycle was main idea section. This reading activity consisted of six 72 word paragraphs and three sentence options which the
subjects of them were omitted, the students here had to write down the subjects and choose which sentence was the main idea of the paragraph. This
way the students would be tested whether their chosen subjects were the right topics or not. The result showed that they have no problem with this kind of
exercise as there was only one student had mistake in stating the name to the thing of the subject in one of six paragraphs given appendix 11.
e. The improvement of paragraph pattern and skimming
This third meeting was set to gain some indicators which were stated in one kind of improvement; improvement of reading strategy.
Indicators : 1. Given a set of paragraph pattern exercise listing, time order, cause-effect,
comparison, students are able to differentiate their examples correctly
2. Given some paragraphs, students are able to match the pronouns to the referents in at least 80 accuracy
3. Given a set of skimming exercise, students are able to skim for the ideas and the paragraph patterns in at least 80 accuracy
83 The first indicator was the gain to the reading activity which consisted of
two part activities. The first one were eight paragraphs in which each pattern had two examples. The second one were four mixed paragraphs. The students,
here, had to find the topic, the main idea, the signals and the details. This kind of exercises were not considered a problem for them as they had answered
correctly but six of them had stated that finding the signal was the most difficult part of it. Considering there was no mistake of their answers, this
kind of activity was mastered well appendix 16 . It was supported by the students’ comment on this activity. 9 of them said that the activity was easy to
do appendix 17. f. The improvement of effective intellectual process
Appendix 19 showed that eleven students thought that the program changed their way of thinking effectively. Av said :
Reading yang udah-udah sih diajarin juga reading strategy kayak gini, tapi gimana kita mikirnya terserah. Kayak scanning aja contohnya.
Yang udah-udah sih, pokoknya ndang cepet cari jawabannya, terus dimenitin ama gurunya. Apalagi untuk guessing dan clue context,
belum pernah saya alami. Kalau latihan seperti ini enak banget, kita jadi paham cara berpikirnya gimana. Tapi apa nggak terlambat, udah
kadung extensive reading baru bisa.
He thought that his intellectual process grew when doing scanning. This also happened to Wdi who thought that her ability in finding signals and clue
context uncreased. She said : Otak jadi cling. Terutama pas mikir bagian yang ruwet-ruwet seperti
finding signals dan context clues. Harusnya berlanjut program seperti ini untuk jenis bacaan yang lebih sulit. Misalnya reading book dan
novel, betul caranya sama tapi habit controlnya itu yang terasa bermanfaat.
84 The other students who thought that there was not a specific change
suggested that it might happen as the reading materials given were so many that they would not be able to train themselves well.
g. The improvement of English thinking skills
