Planning Action Observation Reflection Implementing

CHAPTER III METHOD OF INVESTIGATION

3.1 Research Design

An action research was a form of educational inquiry that uses real action of the teachers in response to a certain problem encountered during the teaching and learning process through cycle of action. Here I used four components in one cycle for doing classroom research: planning, action, observation, and reflection.

3.1.1 Planning

In doing this activity, the writer intended to find out: a. cartoon film which would be used b. the materials were used to explain about narrative c. the students’ activities and responses during the teaching-learning process d. kinds of exercises used to measure how far the students mastered the material e. kinds of students’ difficulties and mistakes in the exercises f. the improvement of students’ ability in writing a narrative text

3.1.2 Action

This section discusses the steps and the activities in the classroom. The writer conducted some steps as follows: a. gave pre-test b. gave explanation in the process of teaching-learning process 30 31 c. gave treatment and some exercises d. gave test e. let the students observe the film f. gave a post-test g. analyzed the result of students’ exercises

3.1.3 Observation

The writer intended to observe the students and the teaching-learning process during the action research. She tried to observe the students enthusiasm to the lesson, their response, the ability of the students in doing exercises and their achievement in the writing test. She used this observation in order to plan about the strategy that she would use in the next step.

3.1.4 Reflection

After the writer got the data from the pre-test, exercises, and the observation, she decided to analyze the result to determine the next cycle. She attempted to give clear explanation to the students if there were some of them who still had difficulties in writing.

3.1.5 Implementing

Implementing is the performing of planned action. Based the model above, the researcher could change the plans after conducting one cycle when they are needed. 32 There would be four activities in the action research. The elaboration of the plans was as follows: 1 Pre-test Pre-test was the first activity of the action research. The test was given to identify their achievement of writing English narrative text. In this test, the students were asked to make a short narrative text based on the key words given. 2 First Cycle 1. Modeling of the Text In the first activities of Modeling of the Text, the writer introduced the narrative film to the students. The title of the film is “Pinocchio “. The theme of the story was about a puppet that is a real boy because he be a good child. Then the writer distributed the reading text to the students. The students were grouped into several groups consists two students based. Asked them to understand the content of the story and discussed it to the writer. The summary of the story is: “ Once upon a time, there lived an old man named geppeto. He made puppet called Pinocchio. He prayed that he had a child. The fairy made his dream came true. Pinocchio was alive. The fairy told that if Pinocchio wanted to be a real boy so he must be a good boy. But Pinocchio was a bad boy. He didn’t go to school. He made a friend with a bad man. Then he realized, but at that time his father was in a big problem. He ate by a whale. Pinocchio went to the sea to safe his father. He ate by the whale and then he took his father out from the whales. Pinocchio that made from wood, he can float on the water. Then he took his father to the shore. The fairy made 33 Pinocchio be a real boy because his kindness. Pinocchio and his father lived happily ever after. In the second activities of Modeling of the Text, the writer asked the students to understand the generic structure of narrative first. The both the writer and the students discussed the generic structure of narrative. The generic structures of narrative texts are orientationexposition, complicationrising action, Sequence of eventclimax, resolutionfelling action, and resolution. In the third activities of Modeling of he Text, the writer explaind about simple past tense. Then the researcher will ask to the students to make sentences using simple past tense as exercises before making the true narrative text. 2. Join Construction of the Text In the first activities of Join Construction of the Text, the writer asked to the students to make a planning to write narrative text in a group. It is based on the film that had been given before. In this case, the students should try to explore their ideas and then they should arrange the main idea in the paragraph. In the second activities of Join Construction of the Text, the writer asked to the students to arrange the draft of narrative based on the film and paid attention to the generic structure of the text and consulted the work to the teacher or writer and friends. The writer or teacher gave suggestion. In the third activities, the writer asked to the students to discuss the suggestion given by writer or teacher and friends. Then giving the suggestion to the friends need. They may be able to use dictionary if they had difficulties in vocabulary. 34 In the fourth activities, the students should read the text once more carefully before making the final draft. The students should pay attention to the grammar, spelling, vocabulary, punctuation, etc. if there were many mistakes, they must revise the draft and finally they arrange the final copy of the text. 3 Second Cycle In the second cycle, the writer divide the activities into two parts. The first was to do modeling of text where there were three activitie. The second part was to do independent construction of the text. 1. Modeling of the Text In the first activities of modeling of the text, the writer continued play the Pinocchio film part II. The second activities, the writer and the students discussed about the generic structure of text. It was just to remind the students of the generic structure. Then the writer recalled the lesson about past tense to make sure that the students had known about the tense that will be used in the narrative text. In the third activities the writer gave an opportunity to the students to ask about everything that related to the narrative film before they were given assignment to produce a narrative text individually. 2. Independent Construction of Text In the first activiies of independent construction of text, the writer asked to the students to make planning to write narrative text in grouped. It is based on the film given before. In this case the students should try to explore their ideas and arranged it in a paragraph. 35 In the second activities, the writer asked to the students to arrange the draft of narrative text based on the film given and consulted the work to the writer or their teacher. The third activities, the students should read the text once more carefully before making the final draft. The students should pay attention to the grammar, spelling, vocabulary, punctuation, etc. if there were many mistakes, they must revise the draft and finally they arrange they final draftof text. 4 Post-test In this activity, the students would do post-test. The post-test was conducted to measure the students’ ability after the treatment. The test was same as the pre-test. After conducting and observing the implementing cycle, the next step that the writer did was evaluating. The evaluating was a fact-finding about the result of the action. It was an analysis to find out the influence of the narrative text for improving the students in learning writing. After doing the post-test the writer should give interview to the students. This interview aimed at knowing what the difficulties problems that students had about narrative text that done.

3.2 Subject of the Study