45 Based on Table 4.4 above, there were 30 students in doing the reading comprehension
achievement test of Cycle 1. The analysis of students’ reading comprehension test was done in order to know the percentage of the students who got score 75 or higher. This following
formula was used to know the percentage of the students who got at least 75.
The formula
: 100
Result:
× 100 = 66.67
Notes : A
= the total number of the students who got score ≥ 75 N
= the total number of the students
Taken from Cohen, 2007:423
The result of reading comprehension test above reported that there were 20 students 66.67 who could achieve the standard minimum score that was 75, and 10 students
33.33 who could not achieve the standard minimum score that was 75. It could be concluded that, the action in Cycle 1 had not reached the success criteria of the research yet.
Therefore, the second Cycle needed to be conducted by revising some weaknesses related to the use of Numbered Heads Together NHT technique in reading class.
4.1.4 The Results of Reflection in Cycle 1
The reflection of the results in Cycle 1 was carried out after knowing the results of observations and reading comprehension test of class VIII C. In Meeting 1 of the first cycle
that was done on March 24
th,
2015, reported that there were 18 students 60 out of 30 students who were active during the teaching learning process of reading comprehension
through Numbered Heads Together NHT technique. In Meeting 2 that was done on March, 27
th,
2015, the result of the students’ active participation increased 6.67 from 60 to 66.67.
On the average, there were only 63.33 of the students categorized as active students during the teaching learning process of reading comprehension by using Numbered
Heads Together NHT technique in Cycle 1. It can be said that, the students’ active
46 participation was still under the success criteria of the research. In other words, the success
criteria of the research dealing with the students’ active participation in cycle 1 had not been achieved yet.
Furthermore, the results of the reading comprehension achievement test showed that there were 20 students 66.67 out of 30 students achieved the standard minimum score that
was 75. It could be said that the percentage result of the students’ reading comprehension achievement test was still under the success criteria of the research. Therefore, the actions
were continued to be conducted in Cycle 2. Based on the reflection done collaboratively between the researcher and the English teacher, it was found that there were some
weaknesses that influenced the result of the students’ active participation and the students’ reading comprehension achievement in Cycle 1.
The following table presents the weaknesses found in Cycle 1 and also the revision done in Cycle 2.
47
Table 4.5 Problems Finding in Cycle 1 and Their Solution.
No.
Problems Revisions
1.
The teacher used English more often
during the
teaching learning process. As a result,
most of the students did not understand what the teacher said.
They seemed confuse to do the exercises.
Using bilingual language during the teaching learning process in order to
avoid the students’ confusion. In other words, the teacher used English and
Indonesian in teaching learning process. The teacher used Indonesian when the
students did not really understand about what the teacher said.
2.
There were many students who did not bring their dictionaries.
So, there were some groups that did not use dictionary while
doing the exercise. It made them could not understand the words
meaning quickly. As a result, it took longer time for them to find
the meanings
of unfamiliar
words. Asking the students to bring dictionary
that used for the next meeting. The researcher made a new rule for them.
Each group should bring at least 2 dictionaries. For the group that did not
bring any dictionary, they could not join the lesson.
3.
It was the first time for the students joining the reading class
by using
Numbered Heads
Together NHT Technique. As a result, they were passive to read
the book or consult dictionary before they answer the questions.
Besides, there
were some
students felt tired to stand-up and sit-down in doing the step of put
heads together. Giving more explanation about how to
implement NHT Technique in reading class. So the students did not feel
confused while doing the exercise through NHT Technique. Besides, the
researcher motivated the students to relax and keep sprit although the students felt
tired.
4.
The students felt uncomfortable with the group formation that was
Giving a chance to the students made their own group. It was done to make
them more comfortable to work with
48 done by the teacher. Some of the
students wanted to work with their closed friends in the class
activity. their group in joining reading class by
using NHT Technique.
The revisions of the problems that happened in Cycle 1 one were expected to solve the matters and could make the Cycle 2 better and got the success criteria of the research.
4.2 The Result of the Action in Cycle 2
