I. Criteria of the Action Success
Classroom Action Research CAR is able to be called successful if it can exceed the criteria which have been determined, and fail if it is cannot exceed the
criteria which have been detained. In this study, the research will succeed when the students could achieve or got score above the target score of the minimal
mastery level criterion KKM, it was 75.
7
The KKM that must be attained considering reading subject is 71 seventy one which is adapted from the school
agreement SMP Negeri 245 Jakarta. If the criterion of the action success achieved, it means that the next action of the Classroom Action Research CAR
would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
7
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, Jakarta: PT Rineka Cipta, 2006 p. 108.
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CHAPTER IV RESEARCH FINDINGS
This chapter presents the result of research. In this case, it discusses the way to develop students’ reading comprehension of narrative text by using story
mapping at VIII Social class of SMP N 245 Jakarta, academic year 200122010. Related to the discussion of the result, it is divided into three parts. Those are
before implementing the action, the implementation of the action, and discussion of all the data after implementing the action.
A. Before Implementing the Action
In this part there are three parts; those are interview, observation, and pretest.
1. The Result of Interview in preliminary of the study
The interview was held on Tuesday, May 21
st
2013 started at 08.00 A.M and finished at 09.00 A.M. At that time, the writer asked to the
teacher some questions. The first questions were about the general condition in English class primarily on students’ reading achievement and
performance. The second were the difficulties faced by students in reading comprehension ability. The last questions were the kinds of strategies
implemented by the teacher previously before Classroom Action Research CAR to solve
the students’ difficulties in reading comprehension. The first questions asked about the general condition in English
class primarily on students’ reading achievement of the test and students’ reading activities. The teacher said
that the student’s performance in learning process had different typical. It could be seen from their
participation in learning English. The students who participate in learning English gave their attention in learning process such as: listened to the
teachers’ explanation, did the task from the teacher, asked about their problems in understanding the topic, and discussed with their group when
the teacher divided them in a group. Besides, there were some students
30
31
who did not give attention or participation in the class. It could be seen from their performance such as: talked with their friends during the
teachers’ presentation, did not do the task from the teacher, did not share or discuss about their difficulties in understanding the topic, and sometime
they slept in teaching learning process. The second questions
discussed about the students’ difficulties in reading comprehension. The teacher mentioned the difficulties in reading
for some students in VIII grade in understanding kinds of texts. Their problem began with the vocabulary, and then they found the difficulties to
answer the questions which related with the text that they read. Moreover, when they found the long texts which consist of some paragraphs and the
teacher asked to read and translate the text into Bahasa Indonesia, they thought it was a boring activity. Therefore, they did not pay attention in
teaching learning process and did not do the tasks from the teacher. The last questions were about
the teacher’s strategy in teaching reading previously to solve the students’ difficulties in reading
comprehension. The teacher used the reading materials from students’
handbook and the English text book served by the school. The teacher said she ever had used group work to create an active learning process in
teaching narrative text but the fact was the class just became noisy and the students still found the difficulties in understanding the text. At last, the
teacher suggested the writer techniques that could make the students interest and participate in reading comprehension. Then, the teacher
suggested that story mapping technique could be a solution to solve the problems that have explained above.
2. The Result of Questionnaire in Preliminary of the Study
Pre Questionnaire was conducted to know the process of teaching learning
and students’ performance in English especially in reading activity before implementing the action. The questionnaire used
in this study was Likert Scales questionnaire. It was held on Tuesday,
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May 21
st
2013 at VIII class of SMP N 245 Jakarta, academic year 20122013. This class consisted of 32 students. The table below showed
the result of pre questionnaire.
The Result of Questionnaire before Classroom Action Research
No Questions
Percentage SS
S A
TS STS
1
Saya sering membaca buku, komik, koran, novel, atau
majalah yang
berbahasa Inggris.
15.62 28.12
31.25 12.5
12.5
2
Saya selalu bertanya kepada guru
atau teman
ketika menemukan kesulitan dalam
mempelajari pelajaran bahasa inggris.
18.75 12.5
46.88 15.62
6.25
3
Saya selalu memperhatikan penjelasan
guru selama
kegiatan belajar mengajar berlangsung.
56.25 21.88
56.25 6.25
4
Dari empat
skill dalam
bahasa Iggris
Listening, Speaking,
Reading dan
Writing reading membaca merupakan yang paling susah
saya pahami.
15.62 6.25
40.62 21.88
15.62
5
Saya sangat
mudah menyelesaikan soal-soal atau
tugas yang diberikan guru
25 21.88
31.25 15.62
6.25
6
Setiap hari saya mempelajari ulang
pelajaran bahasa
inggris di rumah.
3.12 12.5
31.25 31.25
21.88
7
Cara guru saya mengajar pada
pelajaran membaca
dalam bahasa Inggris sangat membantu saya memahami
topik atau
tema yang
diajarkan.
28.12 21.88
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