CYCLE 1
d
CYCLE 2 Planning
After interviewing the teacher, giving questionnaire to the students, and holding
the pretest, then the teacher the writer collaborated to prepare the instruments
such as: lesson plan, observation and guidelines, and the posttest
Acting
The writer implemented the lesson plan that had been made; that was teaching
narrative text in term of schematic structures and linguistic feature by
using story mapping technique
Observing
The observer observed the teaching learning process in the classroom. It
included the teacher’s performance, the
class situation, and the students’ response. At the cycle 1 the students
were given the posttest 1. Then the writer calculated
the students’ reading score result to find if there were some
students’ improvement scores from the pretest or not.
Reflecting
The teacher and the writer discussed about the result of the implementation in
the action. Next, they made some modification strategies to revise the
founded problems that would occur within carrying out the story mapping
technique in the first cycle.
Planning
After finding out what was the students’ reading score result at cycle 1, The teacher
and the writer collaborate to prepare some instruments such as: the new lesson plan
with some modifications of jigsaw technique, observation and guidelines,
and the posttest.
Reflecting
The teacher and the writer discussed about the result 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.
Acting
The writer implemented the new lesson plan; where students needed to be
emphasized on doing longer discussion in analyzing the schematic structures
into story mapping technique and discussing in expert group. They also be
emphasized to answer oral question from the teacher
Observing
The observer observed the writer ’s
performance as a teacher, the class situation, and the students’ response. In
the end of cycle two, the students were given the test posttest 2. Next, the writer
calculated the st udents’ reading score
result all at once the students’ improvement score from the previous
test.
Figure 3.2 The Description of implementation CAR
F. The Classroom Action Research CAR Procedures
The Classroom Action Research using Kurt Lewin’s design consists of four phases within one cycle. Those are planning, acting, observing, and
reflecting. 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. The explanation of the phases are: 1. Planning Phase
In this phase there are two steps in making plan. First, planning for the organization at whole aspects referred to Classroom Action Research
CAR. Second, making the organize plan from cycle-to-cycle. The organized plan would be formed into lesson plan based on the current used syllabus. The
lesson plan had been prepared to be implemented in VIII grade at SMP Negeri 245 Jakarta. It had been mentioned some instructions regarding procedures of
teaching, media, resources, and evaluation. 2. Acting Phase
In this phase, both the writer and the teacher collaborated to carry out the planned action. In implementing the action, the writer taught narrative text
through story mapping technique. Meanwhile the English teacher acted as the observer who observed all the activities that happen in the teaching learning
process. It begins the process of going more deeply into the issue being researched. The writer and the teacher took the action phase during three
weeks within two cycles in which each cycle consisted of two meetings in action. The schedule was as follows:
DayDate Time
Cycle I Cycle II
24 May 2013 09.40-11.00
Meeting 1 28 May 2013
09.40-11.00 Meeting 2
31 May 2013 09.40-11.00
Meeting 1 7 June 2013
09.40-11.00 Meeting 2
Figure 3.3 The schedule of Action
3. Observing Phase
This phase discusses about the process of recording and gathering all relevant data about any aspect occurred during the implementation of the
action. In doing the observation, the observer observed all the activities that happen in the class. The observer used the observational sheet and field notes
for gathering the result of observation dealing with the teacher performance, the students’ participation and the class condition.
4. Reflecting Phase
Reflecting phase is the last phase in every cycle. The purpose of this phase are to reflect the data from the implementation of the action and to know
whether the action is successful or not by matching the result of the observational phase with the criteria of success. Reflecting phase was carried
out collaboratively, that was to discuss further some problems occurred in the class. Thus, the reflection was able to be determined after implementing the
action and observation outcomes. If there still might have found some problems, it needed to move to the next cycle concerning re-planning, re-
acting, and re-observing. Therefore, next cycle was to solve the unfinished problems yet or the new problems that had been found in cycle one.
G. The Technique of Collecting Data
The writer used interview, observation, and field notes dealing with the qualitative data. On the other side, the writer
used the students’ final reading as a pre-test and post-test to obtain the quantitative data.
4
The completely explanation as follows:
1. Interview
In this case, Interview was applied for the English teacher before the classroom action research and after classroom action research. It was applied
before classroom action research to know the students difficulties in reading skill, the students’ participation in reading class, and the teaching strategy in
teaching reading. Meanwhile, it was conducted after classroom action research to know the teacher’s response about the learning strategy concentrate on
Story Mapping Technique.
2. Observation
The writer did the observation to monitor and record the data of the students’ performance during the teaching and learning processes. The data
was taken such as the students’ participation, description of classroom
atmosphere, and the setting of class during teaching and learning process. It was called as the field notes.
3. Test
A test used in this study is pre-test and post-test. The pre-test was done before implementing Story Mapping technique. It was to measure
students’ reading comprehension at first. Meanwhile, the post-test was implemented after using Story Mapping technique. In this study, the test was
4
Suharsimi Arikunto, op. cit., P. 127-132
