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6. Cycle II
2. Planning
Based on the reflection in the previous cycle, the researcher set some activities that were going to be done for the second cycle. In this part, the
researcher did many kinds of activities in the second cycle namely; sharing idea with the collaborator, designing treatment, interviewing the students, and giving
worksheet to the students.
a. Sharing ideas with the collaborator The researcher shared ideas with the collaborator in order to obtain the
data needed and to make the researcher and the teaching-learning process activities run well. There were a lot of things discussed with the collaborator such
as; lesson plan, teaching-aids, and students’ worksheet. He also explained his roles in this research as follows: 1 participating in designing the lesson plan: 2
observing what happens in the classroom while the treatment is given to the students: 3 giving suggestion for the improvement of the next classroom: and 5
scoring the students’ work in every cycle.
b. Interviewing the students The researcher interviewed the students before he did the treatment in the
second cycle in order to obtain enough information about them. The interview concerned with their difficulties faced in the first cycle and how they solved their
problems. The researcher also interviewed them about their response toward the
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teaching-learning process activities they joined in the first cycle. Their answers would help the researcher make plans to give treatment in the second cycle in
order to try to solve their problems.
c. Designing treatment This action plan was the revision of the result of the first cycle to improve the
students’ achievement in the second cycle. The solution offered by the researcher were: 1 using Picture Series PS as effective as possible and as interesting as
possible in order to make students happy during the teaching learning process: 2 giving the students assistance to explore and express their ideas to construct a
procedure text so that they did not get frustrated to do it: 3 trying to change the teacher-centered learning to the student-centered learning, and 4 giving them
more opportunities to speak up.
The plan of the second cycle was constructed as follows: 1 Explaining the procedure text in detail using real objects in order to get a
clear explanation of what a procedure text was. Ask them to do more exercises.
2 Determining the materials which would be presented in the second cycle:
that is how to make an apple juice.
3 Preparing the things needed to present the teaching material. 4 Asking the students to do more exercises dealing with grammar.
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5 Approaching them or being closer to them and giving more assistance, and attention to them and giving more opportunities to the students to have
interaction between them students- centered.
3. Implementation of the action
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