especially the implementation of semantic mapping to improve students’ reading
comprehension. In this case, the researcher and the collaborators crosschecked the data to see the fitness of the data.
G. Research Procedure
The research followed the model of classroom action research suggested by Kemmis and McTaggart in Burns 2010. The steps are shown in the form of
cycle by the following diagram.
Figure 3. The model of classroom action research by Kemmis and McTaggart in Burns 2010
a. Reconnaisance
In this step, the researcher observed the place where she carried out the study. The researcher interviewed the English teacher and the VII E students and
carried out classroom observation of the English teaching and learning process. Based on the result of the observation, the researcher identified the problems that
occurred. The researcher focused on analyzing the problems related to the students’ low proficiency in reading comprehension. The result of the observation
were used as the basis for developing the research actions. b.
Planning In this step, the researcher worked together with the English teacher to
plan some actions to be done in the English teaching-learning process based on the problems defined in the previous step. The aim of the actions was to improve
the students’ reading comprehension by using semantic mapping technique. The actions planned to be carried out were presented below.
The first was writing test items that were tested in the pretest and posttest. In this action the researcher formulated the test items taken from several resources
such as students’ worksheet, examination try-out, and some source books. In addition, the researcher tried to formulate the test items based on the syllabus of
English for seventh grade junior high school in the second semester. The second was determining the topic of the text to be taught. Here the
researcher would present the topic of food recipe for the procedure texts. Besides, the researcher also prepared the media used in the teaching and learning process
such as pictures and handouts.
The last was determining the class activities. In this action, the researcher planned some interesting activities that could encourage the students to use their
abilities in comprehending the reading texts. In planning the actions, the researcher worked together with the English teacher of grade VII of SMP Negeri 1
Jetis. c.
Action and Observation In this step, the researcher did the actions that had been planned in the
previous step. The actions were done in five meetings or two research cycles three meetings for Cycle 1 and two meetings for Cycle 2.
First, the researcher conducted the Cycle 1. In this cycle, the researcher presented the topic of food recipe. In the first meeting the researcher presented
what semantic mapping is. The researcher showed semantic mapping to the students and presented how to use the chart to help them understand English texts.
In the next meeting, the researcher asked the students to work in groups of four, in pairs, and sometimes individually to use semantic mapping in order to understand
the texts they read. In the end of the cycle, the researcher evaluated the actions by
interviewing the students and the teacher about the class activities. From the reflection of Cycle 1, the researcher found some weaknesses. Then the researcher
conducted Cycle 2. In this cycle the researcher optimized the use of handouts to present the materials. The students were asked to do the tasks using semantic
mapping. In the end of Cycle 2, the researcher also evaluated the actions by interviewing the students and the teacher about the class activities. The researcher
