3.5.3 Interview
In this research, interview was conducted to the English teacher in the preliminary study on March, 2
nd
2015. By interviewing the English teacher, the researcher collected the supporting data about 1 the class which had problem in
reading comprehension, 2 the curriculum being used in SMAN Rambipuji, Jember, 3 the students’ problems in reading comprehension, 4 the English book being used,
5 the technique or the media which was ever used before, and 6 the passing grade score of the school.
3.5.4 Documentation
Documentation is conducted to find out the data needed in the form of notes, transcripts, books, newspaper, magazines, daily news week and else Arikunto,
2006:158. In this research, documentation was used to obtain the supporting data about the names of the research subjects in class X2 and the previous reading
comprehension score of class X2 as the baseline score to be improved.
3.6 Research Procedure
Based on the research design, each cycle had four stages, they are planning of the action, implementation of the action, classroom observation and evaluation, and
reflection of the action. Each stage was explained in detail below.
3.6.1 Planning of the Action
Planning the action was done before the implementation of the action. There were some activities done in this stage. They were as follows.
1. Conducting a preliminary study to obtain the information about the classroom condition and the students’ problems in learning reading comprehension. The
preliminary study was done by interviewing the English teacher and the respondents, observation, and documentation.
2. Preparing the material of pictures in series.
3. Constructing the lesson plan for the first cycle meeting I and meeting II and consulting them to the English teacher and consultant.
4. Preparing the observation guide in the form of checklist. 5. Constructing a reading comprehension test.
6. Setting the criteria of the research success.
3.6.2 Implementation of the Action
The actions of this research were carried out during the school hours. It was done in cycle model. The doer of the action was the researcher and the English
teacher. The actions were conducted in two meetings and were followed by a reading comprehension test for each cycle. In the first meeting, the researcher taught the
students about reading comprehension by using pictures in series and the English teacher was as the observer. In the second meeting, the English teacher taught reading
comprehension to the students while the researcher was the observer. The implementation of the first meeting was done based on lesson plan 1 and the
implementation of the second meeting was done based on lesson plan 2. Then, after finishing the actions, the researcher and the English teacher administered a reading
comprehension achievement test to measure the students’ reading comprehension achievement after having the actions.
3.6.3 Classroom Observation and Evaluation
Observation was important to be done in this research. It was to know about the students’ active participation during the teaching and learning process of reading
comprehension by using pictures in series. In the first meeting, the observation was done by the English teacher and it was done by the researcher in the second meeting.
The observation guide was in the form of checklist containing of the indicators to be observed. The observation checklist for the students’ participation was as follows.
Table 3.1 Observation Checklist for the Students’ Participation
No. Name
Students’ Active Participation Active
Passive 1
2 3
4 5
1 2
3
Note:
1. Finding the meanings of the underlined words in the reading text accompanied by pictures in series.
2. Reading the narrative text accompanied by pictures in series. 3. Making notes while the teacher explaining the material accompanied by pictures in
series. 4. Doing the reading exercises accompanied by pictures in series.
5. Drawing conclusion about the reading text accompanied by pictures in series. There were five indicators observed by the observer. When the students
fulfilled at least four indicators, they were categorized as the active students. On the contrary, if they could fulfill less than four indicators, they were categorized as
passive students. Meanwhile, evaluation was also conducted in order to know whether the use of
picture in series could improve the students’ active participation and their reading comprehension achievement or not. In this research, the evaluation used was process
evaluation and product evaluation. The process evaluation was done by doing observation during the teaching learning process whereas the product evaluation was
done by administering a reading comprehension test at the end of the cycle.
3.6.4 Data Analysis and Reflection
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