The Design of the Research The Procedures of the Research

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B. The Setting and Subject of the Research

This study was conducted at SMPN 17 tangerang Selatan. The school is at Komplek Pamulang Permai 1, Pamulang Barat, South Tangerang, Banten Province. This school is chosen as the field of the research based on some reasons: First, the writer has teaching learning experience during Praktek Profesi Keguruaan Terpadu PPKT for 4 moths, so the writer knows the real condition of this school, and the writer can identify the problems in teaching reading easily. Second, the writer suggests that innovation is needed in developing students’ reading ability for the better quality of school. The writer selects the second year of VIII-6 Class of SMPN 17 Tangerang Selatan, which consists of 35 students in the 2010-2011 academic years as the subjects of the research. This class is chosen based on the interview result with the English teacher and the observation that this class had the lowest achievement on reading test compared with other second grade classes. Therefore, their reading ability needs to be developed by using effective technique.

C. The Design of the Research

The research design of CAR in this research is collaborative action research. In conducting the research, the writer collaborated with the one of English teachers of SMPN 17 Tangerang Selatan. The teacher acted as an observer while the writer acted as practitioner who taught reading by using the determined technique. The teacher is as an active participant who is not only as an observer but she also took actions by making lesson plan and giving assessment. Moreover, she also collected and analyzed data together with the writer. The CAR design used in this research is Kemmis and McTaggart design. The writer described the cycles through the scheme of action research designed by Kemmis and McTaggart as follows 2 : 2 Rochiati Wiriatmadja, Metode Penelitian Tindakan kelas, Bandung: PT.Remaja Rosdakarya, 2006 p.66 28 Figure 3.1 Action Research Cycle This research consisted of two cycles and each cycle consisted of four elements, namely: Planning, Acting, Observing and Reflecting.

D. The Procedures of the Research

This research was preceded by a priliminary study, which is followed by cycles. Those are planning, acting, observing, and reflecting which are adapted from a design proposed by Kemis McTaggart. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle. The procedures of this present research is illustrated in figure 3.2. 29 Figure 3.2 The phases of Classroom Action Research modified by the writer CYCLE 1 d CYCLE 2 Acting The teacher implements the lesson plan that has been made; that is teaching recount text by using STAD technique Planning Designing lesson plans, determining the technique, preparing the materials and media and setting the criteria of success. Reflecting The teacher and the researcher discuss about the result deficiencies and superiorities of the implementation in the action. Next, they make some modification strategies to revise the founded obstacles that will occur within carrying STAD technique in the first cycle. Observing The researcher observes the teaching learning process in the classroom. It includes the teacher’s performance, the class situation, and the students’ response. Meanwhile, at last of cycle 1 the students are given the posttest 1. Furthermore, the writer computes the students’ reading score result to find if there some students’ improvement scores from the pretest or not. Acting The teacher implements the new lesson plan; where the teacher use slide show in order to make students interest in the class presentation and students used the dictionary to help them in finding the determining implicit meaning in the text. Planning The teacher and the researcher collaborate to prepare some instruments such as: the new lesson plan with some modifications, observational guidelines, and the posttest 1 Reflecting The teacher and the writer discuss about the result deficiencies and superiorities of the implementation of the modified action. If the Classroom Action Research CAR target could not be achieved yet, the action would be continued moved to cycle 3, but if the students’ test result has completed the criterion of the action success, the cycle would be stopped. Observing The writer observes the teacher’s performance, the class situation, and the students’ response. In the end of cycle two, the students are given the test post-test 2. Next, the writer calculates the students’ reading score result all at once the students’ improvement score from the previous test. Preliminary Study Observing the class, interviewing the English teacher and holding the pre-test 30 To make clear what happens in every phase. Here are the explanations: This classroom action research is carried out by following several phases. Before entering the cycle of classroom action research, the writer conducted the preliminary study in order to obtain data about the real condition of the teacher’s and the student’s problem in the teaching-learning activities of English, especially in the teaching-learning of reading. In conducting the preliminary study, the writer carries out several activities as follows a Observing the class condition b interviewing the English teachers in terms of the techniques and activities employed in teaching reading c giving pre-test to the students in terms of recount text. After carrying out the preliminary study, then the writer goes on to the next phase. The first cycle of action is done involving planning, acting, observing and reflecting.

1. Planning Phase