46 The study was conducted in two cycles. Each cycle consists of planning, implementing,
observing and reflecting. Steps described in Table 3.1.
Table 3.1 Overview of research
No Steps
Cycle 1 two meeting Cycle 2 two meetings
1 Planning
Based on the problems of students, researcher plan to
develop the reading skills of students
Based on the reflection on the cycle 1, the researcher revised the plan to
address the weaknesses identified in cycle 1. Results of cycle 1 as
consideration in the planning cycle 2
2 Action
Researcher applied Lecfenco to increase students reading
comprehension researchers applied action based on
the revised plan 3
Observation Researcher
observed the
learning process and provide a test to see the effect of the
Lecfenco use in reading
activities in the classroom Researcher observed the learning
process and provide a test to see the effects of the use of the reading
activities in the classroom
4 Reflecting
Researcher and collaborators discussed the increase in
cycle 1 and identify the strengths and weaknesses of
activity in cycle 1 Based on the observations, the
researcher recorded
how and
whether Lecfenco
can improve reading skills of students. In
addition, researcher also noted what happens in the classroom when
Lecfenco applied
Besides that, the researcher also very carefully planned the activities, prepared the media and set up the assessment as the criteria of success in the strategy of making Lecfenco.
a. Planning the Lesson
The Lesson Planning covered the activities as follows appendix 1: 1 Identify the Standard of Competence and Based Competence SK 5 KD 5.3;
Table 3.2 Standard and Based Competence of Reading Comprehension SK 5 Reading
5. Understanding meaning of written functional texts and simple procedure
and report texts in daily contexts.
KD 5.3
5.3 Responding the meaning and rhetorical steps of short functional texts and
procedure and report texts accurately, fluently and appropriately in daily
contexts.
2 Determine the indicators and the objectives of the learning; 3 Prepare the material and media in the form of Power Point like in Lecfenco;
47 4 Plan the steps in the learning activities for 2x 40 minutes for teaching learning of Procedure
Texts in Stages of Before and During Reading Activities and prepares 10 exercises for procedure texts in Stage of After Reading Activities;
5 Set up the assessment evaluation referred to the indicators that also used as criteria of success.
b. Material Planning
The materials in both cycles of the study were authentic reading texts in the form of Procedure text. The researcher found the texts from some resources like text-books, LKS
students’ worksheet and internet. There were some texts of Procedure for the stages of During Reading activities to provide model of the texts. And there were also some texts of Procedure
Texts for the stage of After Reading Activity. Then the researcher created questions to test the students’ comprehension in the form of Multiple Choice in the stage of During Reading and After
Reading Activities There are two learning media for the first meeting and the second meeting. Firstly, the
writer writes Garis-Garis Besar Isi Program Media GBIPM : Program Multimedia Pembelajaran Interaktif appendix 2. After that, the writer writes storyboard of Lecfenco to make
learning media easier and correctly. The storyboard of Lecfenco was in appendix 3.
c. Media Planning
