test could not achieved the research target score. Therefore, Cycle 2 was done in the hope to give better results.
4.2 The Result of the Action in the Second Cycle
The same as the first cycle, the second cycle was conducted in two meetings and ended by administering a reading test. The schedule of
administering the action is presented in the following table: Table 4.5 The Schedule of Conducting the Action in Cycle 2
No. Activities in Cycle 2 Date
1. Meeting 1
April 29
th
, 2015 2.
Meeting 2 May 11
th
, 2015 3.
Reading test May 13
th
, 2015 Further, the stages activities in the second cycle were similar with the previous
cycle, such as the planning of the action, the implementation of the action, classroom observation and evaluation, and the reflection of the action. Those
activities will be explained in the followings.
4.2.1 The Planning of the Action in the Second Cycle
As in the first cycle, in the second cycle two lesson plans for two meetings and one reading test were constructed. The instruments for the second cycle
consisted of two lesson plans for two meetings and one reading test. The time allocation for the lesson plan in each meeting was 2x40 minutes and for the
reading test was 60 minutes. The lesson plans were consulted to the English teacher in order to know whether or not they were appropriate to be implemented
in the teaching and learning process of reading. In addition, the topics used were more common for the students in this cycle. The title of the reading text in
meeting 1 was “Justin Bieber” and in meeting 2 was “Sule” which both of them were taken from the internet sekolahoke.com.
4.2.2 The Implementation of the Action in the Second Cycle
The implementation of the action in the second cycle was conducted based on the lesson plans. The lesson plan for the first meeting in the second cycle was
enclosed in Appendix I page 110. The teacher who taught the students was the researcher and the observer who observed the students’ participation during the
teaching and learning process was the English teacher. There were 35 students in the class VII-A, but one of them had been dropped out from the school and three
of them were sick students with number 8, 11, 34. Therefore, four students did not attend the class; it means that the total participants were 31 students.
The topic in the second meeting was “Sule” and the lesson plan was enclosed in Appendix J page 121. The teacher who taught the students was the
English teacher and the resear cher as the observer who observed the students’
participation. There were 34 students of VII-A grade who attended the class at that time.
Revising some necessary aspects which hinder the success of Cycle 1 had been done by the researcher and the English teacher in Cycle 2. They used
Indonesian and English language in balance. The difficulties to differentiate between sub topics and details of the Semantic Mapping could be avoided by
giving more explanation about them and using variation of shapes. The variation helped the students in recognizing the different type of information. Besides, the
students were asked to work in group while constructing the Semantic Mapping to avoid them in cheating or copying their desk-mate work. The researcher and the
English teacher gave the example by writing down in the black board step by step instead of using Power Point slide, so the students would more understand in
creating the Semantic Mapping. Additionally, they chose more popular topics to attract the students’ active performance. In summary, some revisions above were
successful to make the students more understand about the lesson and create the Semantic Mapping correctly and enthusiastically.
4.2.3 The Result of the Observation in the Second Cycle
