cycle; that was the teacher needed to give more time to the students in doing exercises of story mapping technique. It was caused to ensure their
reading comprehension concerning schematic structure of a story and to emphasize on the students avoid noting whole sentences into story
mapping worksheet. Beside of that, the writer still also prepared the unstructured observation sheet to note the classroom activities. And the
writer also prepared the posttest 2 to collect the data.
2. Acting
The action of the cycle two was done on 4
th
June 2014. After reviewing the previous schematic structure of narrative text to students in order to
make them getting better understand.
Before the students read the story that given by the teacher, they were given some minutes to identify and to look up the difficult words
appeared in the text. And then, the students determined the schematic structures of the text by themselves. Afterwards, the teacher asked
students some questions related to that reading passage. Then, the students initiated to do exercises into story mapping sheet by using their
own words. Here, the teacher limited the time, it was about 10 minutes to accomplish the assignment, and hence they were courageous to finish the
task on time. Furthermore, the students discussed the work result of story map sheet with the entire group in which for each group consists of four
students. In this case, they matched the answers whether there was a different answer or not. Then, the teacher gave the correct answers of the
questions based on the material discussion in the story mapping sheet. 3.
Observing
In the second cycle, generally the class condition in learning process was better than the previous cycle. It could be seen from the students
who were ready to follow the lesson and when they followed the reading lesson, most of them were enthusiastic to answer some questions given
by the teacher. In doing task of story mapping, they enjoyed doing the
individual exercises. Then, when they had a group work to discuss the schematic structures which was made into story mapping sheet, they
were actively to participate within their group. Furthermore, when they were given exercises by the teacher, they did it individually without
cheating one another. Related to the teacher’s performance, he showed some progresses. It meant that students could understand easily and could
note the key words easily because the teacher’s explanation was explicit and not so fast. Automatically, it led a good feedback from students’
response in conveying their opinions. Shortly, most of students seemed quite active in the classroom and in doing reading exercises. In the
second action of cycle two, the teacher was held on posttest 2 regarding students’ reading comprehension of narrative text. Based on the result of
the posttest 2, the mean score of the class in reading test gained 76.58 in
which there were 29 students who passed the KKM 70 seventy. 4.
Reflecting
The reflection of Classroom Action Research CAR was carried out after getting the score result of reading test. The writer and the
teacher felt satisfied has much their efforts to improve the students’
reading comprehension of narrative text had been realized. The students could understand the passage easily. It was proven by their improving
scores from the pretest 1. Furthermore, they could easily to analyze the schematic structures concerning orientation, complication, and resolution
of the story. Indeed, they seemed more interesting during the teaching
learning process.
After achieving the target research of where minimally 70 students who passed the KKM, therefore the writer and the teacher decided to stop
the Classroom Action Research CAR because it had already succeeded.
Hence, the writer and the teacher did not have to revise the plan.
Based on the result of the evaluation between the writer and the teacher, it could be assumed that the implementing of Classroom Action
Research in developing students’ reading comprehension in terms of
