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After that, , the researcher showed the picture of flood.
The example of pictures can be seen in figure 4 During the explanation, the class condition was good. Every students in
the class paid att ention to what had been explained. The students’ motivation also
had already started increasing. There was a better interaction between the researcher and the students which can be seen in the following field note:
Appendix C, Field Note September 9
th
, 2014
Sebelum mulai pelajaran inti, P membagikan materi kepada S. Pertama, P mencoba menarik pehatian S dengan menunjukkan gambar sehingga S terlihat
lebih antusias. S yang sering ramai terlihat antusias, mereka masih aktif merespon pertanyaan P dan mereka mengerjakan tugas.
----------------------------------------------------------------------------------------------- Before starting the main lesson, P shared the material for S. First, P tried to
grab S ‟
attention by showing pictures so that Ss looked enthusiastic. Ss that usually made noise looked enthu
siastic, they were active in responding P’s questions and they liked to do their works.
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The group discussion went remarkably well. The students did not waste much time. Then, the problems were solved together and good results came up.
The lesson was summed up, and the individual tasks were started as an assessment.
The students were given 30 minutes in doing their individual tasks. They were doing well and they had finished theirs before the time is up. Then, the class
was closed.
3. Reflection of Cycle II
The implementation in the cycle II was done in two meetings. It was on September 9
th
2014 and September 12
th
2014. There were changes after the researcher added tip in reading effectively to the students. Furthermore,
recognizing text organization still successfully improving students’ reading comprehension.
The students’ awareness was increased considering their curiosity and their time doing the exercise. They were willing to ask to the researcher when they had
difficulties. They had used their time very well in both group and individual tasks. The reflection above were done based on the observation during the
teaching and learning process of reading and the interviews conducted by the researcher with the English teacher as the collaborator. It is in line with the
concept of democratic, process, dialogic and outcome validity. Meanwhile, there was more than one observer in gathering the data. This is in line with the concept
of triangulation. By looking the results in the second cycle which had shown
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improvement in the students’ reading comprehension, she and the English teacher as the collaborator decided to stop the cycle.
D. General Findings
Regarding to the findings of cycle I and II, all actions were successful in improving the students’ reading comprehension and the objective of the research
was achieved. The English teacher and the researcher agreed to end the research in cycle II. The research findings in improving the students’ reading
comprehension by recognizing text organization supported by some actions in grade IX C at SMP Muhammadiyah 8 Yogyakarta were concluded as follows:
1. Recognizing text organization was successful to improve the students’
reading comprehension. The students 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. 2.
The use of various media and activities could attract the students’ interest towards learning activities.
3. Giving rewards and appreciation could improve the students’ motivation to
participate actively during the teaching and learning process.
