Objective Analysis Determining Actions to Solve the Problems

solved using one technique, which contained one set of actions. The following table shows the feasible problems to be solved. Table 5: The Most Feasible Problems Concerning the Teaching and Learning Process of Reading at Grade X IIS 1 SMAN 1 Kasihan No. Problems Code Source 1. Some students had low motivation in learning and mastering reading skills S Observation, Interview 2. Students’ vocabulary mastery was not sufficient in order to comprehend the text S Interview 3. Some students could not focus while reading S Interview 4. The interaction between the teacher and the students as well as among students themselves were not optimal TLP Observation, Interview

C. Objective Analysis

After determining the most urgent and feasible problems to be solved, the researcher, the collaborator, and the English teacher conducted an objective analysis. This was done to find the cores of the problems found in the field in order to be able to solve them. They analyzed the possible factors which might cause the problems, such as the teacher, the students, the media, the learning materials, and the activities. They formulated and listed the main causes of each problem mentioned previously. The alternative causes would be analyzed deeper later in the research. The following table displays the results of the analysis. Table 6: The Main Causes of the Most Urgent and Feasible Problems No. Problems Main Causes 1. Some students had low motivation in learning and mastering reading skills - The students believed that reading in English was difficult - The activities were not engaging and monotonous - The materials were too difficult for their level of proficiency 2. Students’ vocabulary mastery was not sufficient in order to comprehend the text - The students were not used to reading English texts - The students did not know how to guess meanings from context 3. Some students could not focus while reading - The students lacked of effective strategies in reading - The students did not have background knowledge of the texts 4. The interaction between the teacher and the students as well as among students themselves were not optimal - The teacher dominated the classroom in the teaching and learning process - The teacher did not give sufficient opportunity for the students to interact - The students were not confident to ask questions

D. Determining Actions to Solve the Problems

After identifying the main causes of the most urgent and feasible problems of English reading at grade X IIS 1 SMAN 1 Kasihan, the researcher looked for the most appropriate actions to overcome the problems. The researcher, together with the English teacher and the collaborator, further discussed the problems as well as the possible actions to be implemented in order to solve the problems. The teacher shared some thoughts and considerations regarding the matter. After considering some actions to implement, the researcher decided to apply reciprocal teaching technique as an effort to improve the reading comprehension of grade X IIS 1 Students at SMAN 1 Kasihan. This technique emphasizes the use of four key reading strategies, which are predicting, questioning, clarifying, and summarizing through a set of practices; guided and independent practices. The technique aims at improving reading comprehension through the use of student- teacher collaboration. Students are trained to be strategic readers through student- teacher dialogue. Dialogue refers to discussions, questions and answers, and feedback that occur during the process of reading and understanding the text. The r easons of choosing reciprocal teaching to improve students’ reading comprehension are, first, it trains the students to learn four key reading strategies, which are predicting, questioning, clarifying, and summarizing, then, it provides scaffolding and explicit instruction, enabling them to learn from easier tasks to more difficult ones. This gives the students a sense of accomplishment when they are able to finish the easy tasks, which, therefore, motivates them to do the difficult ones. Next, it promotes social interaction, between the teacher and the students as well as among the students themselves. Finally, it encourages the students to learn in different settings and activities through group work and pair work in which they can practice meaning negotiation. After having a discussion with the English teacher and the collaborator, the researcher determined some specific actions to solve each problem occurring in the teaching and learning process of reading. The relationship between the field problems and the actions are presented in the following table. Table 7: The Relationship between the Field Problems and the Actions No. Problems Actions 1. Some students had low motivation in learning and mastering reading skills - Providing scaffolding in the tasks to give them a sense of accomplishment - Building interest by conducting various engaging activities 2. Students’ vocabulary mastery was not sufficient in order to comprehend the text - Introducing the students with guessing meaning from context technique - Accessing students’ background knowledge on the topics 3. Some students could not focus while reading - Modeling and teaching the students the four key reading strategies; predicting, questioning, clarifying, and summarizing. 4. The interaction between the teacher and the students as well as among students themselves were not optimal - Conducting dialogues in the forms of discussion, question and answer, and giving feedback. - Conducting group work and pair work activities

E. Research Process 1.