reasons. It is easy to be applied, applicable, suitable for this study. Kurt Lewin’s design consists of four phases within one cycle. They are planning,
acting, observing, and reflecting.
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Teacher is possible to find a new problem or the previous unfinished problems yet after applying first cycle. If it
happens, it is necessary to do same way to submit the second cycle. Here some explanations about each phase and how it works.
1. Cycle 1 a. Planning
In this season, the research was conducted as a real action. Its aim was to know what problems of the students in learning English in terms of reading
lesson especially in understanding narrative texts. So, the English teacher would know what he should do. Therefore, in this phase, there were many
things should be prepared to start the action. Firstly, lesson plan was prepared to make a scenario of the action. Then, choosing teaching materials, After that,
making time table, preparing all of media which needed, also preparing evaluation sheet to measure the s
tudents’ achievement in the end of this cycle.
b. Acting
In this phase, everything which was determined on the lesson plan was done as on the scenario. Firstly, The teacher asked the students about narrative
text and their difficulties in understanding the texts. Then, the teacher explained the schematic structures of narrative texts and everything that can be
found in narrative texts. After that, the teacher introduced and explained what story map was with the strategy used by students in learning narrative text.
Next, asked The students to filled out some points in the story map according to the texts which has been given.
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Ibid., p. 137.
c. Observing
In this phase, the teacher observed the process worked also the students’ response, participation, achievement and everything which was found
during the teaching and learning process.Also, it was necessary to ask some students’ opinion about the process of teaching and learning narrative text by
using story mapping to get feedback. When observing, the teacher should notice all of activities in the classroom. It was done in order to get accurate result in the
end of the research and to prepare for the next agenda.
d. Reflecting
In this last phase, the teacher reflected the whole action based on data that have been collected, and then it was necessary to give some evaluation before
continue to the next cycle. This phase was carried out collaboratively, that was to discuss some further problems occurred in the class with the students. Its aim, the
reflection was able to be determined after implementing the action and observation outcomes. If there were still some problems, so it was needed to start
the next cycle. By continuing to the next cycle, it was expected that the unfinished problems yet can be overcome and the target can be achieved. The researcher tried
to find some more interesting stories, it is based on sarah’s suggestion in her book.
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2. Cycle 2 a. Planning
Cycle 2 began from making new lesson plan with some revised part. It was aimed to get better of implementation the method. As the planning phase in Cycle
1, Also the teacher mde preparation of teaching aids. Evaluation and post test 2 were prepared to know students achievements in the end of this cycle. The
teacher also re-selected the topics and teaching aids to motivate students, so that they would get a better understanding of the texts.
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Sarah Philips, Young Learners, New York: Oxford University Press, 1993, p. 46.
b. Acting
In this phase; the researcher applied the new lesson plan. As the teacher, the researcher also emphasized and reviews schematic structures to the students in
order to make them getting better understanding. In this phase, the students were also taught to paraphrase a story. Generally, it did all the activities in cycle 1, to
make sure the students understand well about the concept.
c. Observing
The researcher observed students’ participation and achievement in this
phase. Here, the researcher tried to make sure whether students improved their understanding or not and differed their achievements between cycle 1 and cycle 2.
d. Reflecting
The teacher discussed about the implementation of the method also the result of the implementation of the modified action and decides whether the action
should be continued or not.
G. The Techniques of Data Analysis
The observaion and interview were conducted before and after Classroom Action Research used to analyze qualitative data. On the other side, to conduct the
quantitative data, it was conducted questionnaire and test. Here several steps were done to get the data. There was some numerical data to be processed. First, the
researcher measured the average or mean of students’ reading score per-action
within one cycle. It was used to know how the students’ reading skills were
improved. It used the formula as below:
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X̅ = Σx
n X̅
: mean or average.
x : total score of all students.
n : number of students.
15
Sudjana, Metoda Statistika, Bandung: PT Tarsiti, 2002, p. 67.
