The Selection of the Problems Based on the Urgency Level Determining the Action to Overcome the Selected Problems

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B. The Selection of the Problems Based on the Urgency Level

The problems were weighted based on the most urgent and feasible problems to solve. All of the problems stated above were considered important to be improved. However, it was not possible to solve all of those problems. Since the researcher‟ focus was improving the students‟ reading comprehension, the problems selected were: 1. The lack of the students‟ comprehension of the content of the text such as finding a topic, finding stated and unstated details, and identifying references 2. The students‟ use of inappropriate strategy in comprehending texts 3. The lack of the students‟ vocabulary 4. The lack of the students‟ enthusiasm during the teaching and learning process of reading 5. The lack of the students‟ active participation in asking questions and giving ideas during the teaching and learning process

C. Determining the Action to Overcome the Selected Problems

Based on the selected problems to overcome, the researcher and the English teacher agreed to do some actions to improve the students‟ reading comprehension. In order to help the students comprehend the content of the text including understanding vocabulary, finding the topic of the text, finding both stated and unstated detail information from the text, and identifying references as well as to provide the students with a more appropriate reading strategy which was considered effective, the researcher and the English teacher agreed to utilize the 50 Semantic Mapping Strategy. The steps of the Semantic Mapping Strategy were introducing the topic, brainstorming, categorizing, personalizing the map, and post-assignment synthesis. All of those steps were expected to be able to solve the selected problems. First, the first step of the Semantic Mapping Strategy would be used in order to help the students find the topic of the texts. The students would be introduced to a certain topic of a text which was us ed to stimulate the students‟ thoughts. In this step, the students would be familiar with what was called topic of the text. Second, the brainstorming activity could be used to solve the problems of the lack of the students‟ vocabulary. In this step, the students would think as many ideas as possible which were related to the topic based on their prior knowledge and experiences. The ideas could be in the form of words or phrases which are related to the topic being discussed. This activity was expected to improve their vocabulary mastery. To make them do this step maximally, the use of a dictionary was required. Third, categorization or the categorizing activity could be used to see the relationships among their ideas and label the ideas that belonged to the same categories in such a pre-reading map. Because the texts were narrative and recount text, the categorization would be based on their generic structures. It was based on consideration that the generic structure of the text could answer WH-questions Who, What, Where, When, How which were useful to identify the stated details, unstated details, references, and inferences. 51 Fourth, the step of personalizing the map would be done by the students making their own copy of the map. It would be followed by the researcher giving the text to read. In this step, the students could modify their Semantic Map with new information from the text using different color pens. This activity was expected to engage the students in an interesting activity of creating a Semantic Map. It was also expected to improve their motivation in learning. The use of different color pens and the creation of map with circles and arrows were expected to help them understand the content of the text more easily. Fifth, post-assignment synthesis would be done by discussing the content of the text, retelling the stories based on their own Semantic Map and doing exercises in the form of multiple choice comprehension questions. This step would be done to improve the interaction among the students as well as the students and the researcher. This would also be done for assessing their reading comprehension.

D. Research Process 1. Report of Cycle 1