The Procedures of Action Research

D. The Procedures of Action Research

In the research, each sycle consists of two meetings. It depend on the teaching procedure, action implementation and the lesson plan (syllabus). To make it clear, the researcher gives the explanation about the activities that are done by the researcher. The cycles of the research are as follows:

1. Cycle I

The cycle consisted of two meetings. Each meeting followed CAR procedure above as explained by the researcher.

a) First Meeting

The meeting conducted on August 2015, which needs the allotted time 2x40 minutes. The meeting did the following the procedures:

1. Planning

In doing cycle I in the first meeting, the researcher prepared many things, such as: lesson plan, descriptive text and observation sheet. The planning’s steps are didto avoid the misconception of the action that will be done in the classroom.

2. Action

The teaching-learning process consisted of pre teaching-learning, whilst teaching-learning, and post teaching-learning. For the meeting in the classroom, the researcher greeted the students, introduced herself to the students, and checked the present list. Futhermore, the researcher explained the students about listening. Then, the researcher introduced the students about the strategy used in the classroom to teach listening that is ELVES (Excite, Listen, Visualize, Extend and Savor) strategy that consisted of descriptive text. Then, the researcher activated the students’ background knowledge about the descriptive text. The students’ gave their opinions. Futhermore, the researcher gave the students the example of descriptive text with the title “My House”. The researcher explained the students about the descriptive text, the generic structure of descriptive text, including the tense used in the descriptive text. The researcher implemented the procedureof ELVES (Excite, Listen, Visualize, Extend and Savor) strategy.

The researcher invited the students to listen the experience should start with a discussion. Then, the researcher invited the students to discuss the story earlier and predict what would happen. After that, the researcher choosed the students to look at the title picture on the book cover. Next, the researcher asked the students what they think and describe the picture. Then, the researcher choosed the students to raise hand when hear something that proves you were right. After that, the researcher invited the students to encourage and created mental images as they listen to the text. Next, the researcher extendd the meaning of the story by bridging past knowledge with the new knowledge The researcher invited the students to listen the experience should start with a discussion. Then, the researcher invited the students to discuss the story earlier and predict what would happen. After that, the researcher choosed the students to look at the title picture on the book cover. Next, the researcher asked the students what they think and describe the picture. Then, the researcher choosed the students to raise hand when hear something that proves you were right. After that, the researcher invited the students to encourage and created mental images as they listen to the text. Next, the researcher extendd the meaning of the story by bridging past knowledge with the new knowledge

3. Observation

In observation, the researcher did some activities such as searching the students’ activities during the teaching and learning processes, paying attention to the students’ activities, paying attention to the researcher’s activities, searching about the students’ listening ability and observing the weaknesses during the teaching and learning processes.

4. Reflection

In reflection, the researcher did some activities such as nothing the result of the observation, evaluating the result of the observation, analyzing the result of the observation, and improving the weaknesses during the teaching and learning processes.

b) Second Meeting

The meeting conducted on September 2015, which needs the allotted time 2 x 40 minutes. The procedure, as follows:

1. Planing

In the second meeting, the researcher prepared many things, such as: lesson plan, the students’ evaluation sheet and observation sheet, field notes. The planning’s steps are done to avoid the misconception of the action that done in the classroom.

2. Action

The teaching and learning processes consisted of pre teaching and learning activities, whilst teaching and learning activities, and post teaching and learning activities. Entering the classroom, the researcher greeted the students, introduced self to the students, and checks the present list. Futhermore, the researcher explained the students about listening. Then, the researcher introduced the students about The teaching and learning processes consisted of pre teaching and learning activities, whilst teaching and learning activities, and post teaching and learning activities. Entering the classroom, the researcher greeted the students, introduced self to the students, and checks the present list. Futhermore, the researcher explained the students about listening. Then, the researcher introduced the students about

The researcher invited the students to listen the experience should start with a discussion. Then, the researcher invited the students to discuss the story earlier and predict what would happen. After that, the researcher choosed the students to look at the title picture on the book cover. Next, the researcher asked the students what they think and describe the picture. Then, the researcher choosed the students to raise hand when hear something that proves you were right. After that, the researcher invited the students to encourage and create mental images as they listen to the text. Next, the researcher extended the meaning of the story by bridging past knowledge with the new knowledge gained from the text. Finally, the researcher allowed for reflection provided for the students to reflect on their knowledge about what has been read.

Then, the researcher distributed the students the first evaluation sheet in the form of essay. After that, the researcher allowed the students to write down their answers based on what they listen. After that, the researcher collected the evaluation sheet of the students. Finally, the researcher concluded the material.

3. Observation

In observation, the researcher did some activities such as searching the students’ activities during the teaching and learning processes, paying attention to the students’ activities, paying attention to the researcher’s activities, serching about the students’ listening ability in teaching and learning processes.

4. Reflection

In reflection, the researcher did some activities such as noting the result of the observation, analyzing the result of the observation, evaluating the result of the observation, and improving the weaknesses during the teaching and learning processe.

2. Cycle II

This cycle did if the result of Cycle I cannot achieve the MCC and it will be designed by considering the weakness and the strength, while if the result of Cycle I will be successful, the research stops in Cycle I and reports the result.