1.2 Acting
Topic : Please Call me Susan DayDate : Wednesday, April 18
th
, 2010 Then, in this step, the writer as English teacher taught the students
of VII grade SMP Dua Mei, she implemented the teaching learning activity based on the lesson plan that had been made before. When the teacher started
the class, she gave the stimulus to students in order to make them enthusiasm to learn reading. The teacher gave a game finger, she gave every finger with
words that correlated with the topic and every finger had a word that consists: “Agnes Monica is famous Artist”. When the student answered with right
finger, the teacher said “good” or “excellent” in order she or he was interested with the topic then when the student answered with wrong finger, the teacher
gave punishment such as ordered him or her to come forward and practiced the teacher’s act. Next, the teacher asked to students some question related
with the topic while the students answered it with the correct answer, the teacher directly said “excellent” or good job” to the students. After that, she
explained about the descriptive text briefly then she gave the students hand out then ordered them to read silently if they did not understand the text, the
teacher instructed them to look at the dictionary that they had been brought before. So, the teacher gave some questions related the topic with jumbled
sentences then ordered them to arrange the sentence correctly. If the students arranged the sentence correctly, the teacher said “good job” but if the student
arranged with incorrect sentence, the teacher said “not bad”. After the students had already done the task, then the instructed them to do task, they had to
complete and arrange the sentence in column A to column B for 10 minutes, when the teacher said “time is over” the teacher directly instructed them to
collect the answer and the first student who answered it correctly and well to give reward.
1.3 Observing
Here, observer as a partner of the teacher observed the classroom activity while the teacher conducted the implementation of CAR. The observer
carried out the observation. She observed the teaching learning process of the cycle I happened. The observer said, in fact the technique was done effective
in the class, but the teacher explained the topic too fast then there were five students did not pay attention to the teacher. The students still difficult to
comprehend the text it could be seen from ordered the student to arrange the word. When the teacher gave rewards, most of students felt enthusiasm to
answer the question but also there were many students not enthusiasm because the teacher could not monitor the class all the time. Here, the observer also
monitored the student’ behavior while the students were given the praise, they felt interested with the rewards and happy to follow the topic. It could be seen
from their motivation to learn reading was increasing. So in this step, also the writer gave the post-test I to make sure and concrete whether the improvement
of students’ reading skill is influence or not.
1.4 Reflecting
After the teacher and the observer collected the result of observation, then they had to reflect and discussed the cycle one selectively.
Here, they tried to modified the technique and managed the classroom well. Then teacher also evaluated the students’ reading skill. The result implied that
they got a significant improvement in their reading skill but the teacher and the observer also had to think how the technique more effective in classroom
in order 38 or twelve students could pass the KMM, because from the result of pre-test than showed nineteen students passed the KKM. Furthermore, the
writer and observer also concluded the technique could be done effectively in classroom. In order side, the students felt interested with material that had
been conveyed with the teacher, most of them said the students felt more active and enthusiasm when the teacher taught with giving praise and stimulus
psychical punishment. Although there were some students not responded yet
about the material because the large class problem. However, the writer had reached the goal of the applying technique and the lesson plan had been made
with the teacher was achieved good enough in this cycle but the teacher and the observer needed more improvement about the material and modified the
lesson plan.
2. Cycle II
2.1 Planning
The teacher was modified the previous lesson plan. In cycle I, the teacher found obstacles with the students’ behavior, there were some students
not enthusiasm with the teaching learning process. The teacher selected the topic, here the teacher explained about Time Table or Schedule. The aim of
this topic was the students were able to find out the detail information, they had to understand how to identify the time and they had to find out the
meaning of the text. The teacher also prepared the task, here the teacher used the rewards and punishment after the students did the task. The teacher gave
the note and high score on their task paper. Then to make sure the result of this cycle II the teacher prepared again unstructured form observation and field
note to know whether the technique could improve students’ reading skill significantly or not. It showed from the teaching learning process, teacher’
activity and students’ activity and the indicators of lesson plan.
2.2 Acting
Topic :Clean the Black Board , please DayDate : Monday, August 23
th
, 2010 Fisrt sign, the teacher asked the students’ condition and reviewed
the topic had been taught before. Then she continued about introduction the topic, asked to students about their time table or schedule every day that they
had. The teacher gave game related to the topic; she gave the color paper such as blue, green and yellow. The paper was written a half past nine: 9.30 for
blue paper, a quarter past nine: 9.15 for green paper and nine thirty: 9.00
o’clock for yellow paper. She gave to each student one by one. Then she instructed them to change the hour. If the student got the right hour the teacher
gave 10 point then if the student got the wrong hour the teacher gave “zoonkkkk” to her or him such as rubbish or trace of pencil or paper. The
students felt satisfied with the games. After did the game, the teacher explained briefly about Schedule then she gave to students hand out “Kevin’s
Activity” the hand out could be seen below: Let me tell you about Kevin’s school activities on Monday. First,
at 7.00 until 7.45 he studies Religion with Mr. M. Saleh. Then at 7.45 – 8.30, Mr. Simanjuntak will teach him Geography. After that Miss Susanti will teach
him History. After break for 30 minutes, he will studies English with Mr. Arifin at 9.30 – 10.15. Mr. Suharto will teach Mathematics after that untill
11.00. The second break will last for 15 minutes. Kevin will start to study Biology with Mrs. Tini at 11.15 . Finally, at 12 o’clock Mr. Abdurahman will
come to his class to teach Economics untill 12.15.
To sum up, Kevinn has seven subjects to study on Monday. After the students and the teacher identified the hand out, then the
teacher asked some question related to topic using cartoon, the teacher only opened the carton with 10 second for every question and the students had to
find out the answer as soon as possible. When the teacher said “time is over” the students had to stop to look for the answer. The teacher gave 20 point for
every student could answer correctly but for the students could not answer correctly, the teacher gave “zoonnkk”. Next, based on the text that given by
teacher, the students were instructed by the teacher to complete the table to summarize how many subject Kevin will study on Monday. The teacher gave
15 minutes for filling the table and the first student could do the task correctly the teacher gave pencil for reward.
2.3 Observing
In this phase, after the teacher did the action and implementation of the technique. The observer observed the situation of classroom activity
included the teacher’s activity, students’ activity and teaching learning process. The observation was done to obtain the data from the students’
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