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solve the students’ learning vocabulary problem. The used instructional strategy has to be elaborated into a detailed lesson plan of instruction
provided with all necessary instructional media, resources, and assessment instruments to be implemented in I Electro B class at SMK Triguna Utama.
At this stage, criteria of success to measure the effectiveness of the strategy are also decided. The criteria of success are derived from the
problems to be solved through this study and some other instructional goals to be achieved through the implementation of this strategy. The criteria of
success when achieved become the strength of the strategy that will attract other teachers to use the strategy to solve the same problems. Based on what
have been discussed between the writer and the collaborator, thus the students have to pass the minimum mastery criterion KKMKriteria
Ketuntasan Minimal at the score 70 and it’s proven successfully when 21 of
28 students achieve score at 70 or above, means 75 of the students. It is based on the criteria of success that a good criterion is between 60 - 75
of the students.
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2. Acting
The second step after planning is acting, to implement the instructional strategy that has been planned in a lesson plan. The teacher or
the writer has already mastered the instructional scenario before starting the implementation in class. The teacher is trying out the semantic mapping
strategy to test how far this strategy can solve the students’ vocabulary
problem. So, she’s not in the process of how learning to implement the strategy, nor in the process of improving the quality of teachers’
performance. Meanwhile, the collaborator observes the implementation of the plan to see how far the strategy can solve the classroom problems. The
implementation takes in three meetings in each cycle.
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Djamarah, Syaiful Bachri, Aswan Zain, Strategi Belajar Mengajar Jakarta: Rineka Cipta, 2001, p. 107.
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3. Observing
Observing is the process of collecting data indicating the success of the strategy in solving the classroom problems. The focus of the observation
is on the data related to the criteria of success that have been decided. The question that becomes the concern in the observing process is “How well
does the strategy solve the problems? At this observing stage, which aims at collecting data, the researcher and the collaborator have to define the type of
data to be collected, the instrument to collect the data, the data sources, and the technique of data collecting. In other words, the discussions on those
topics are under this observing stage.
Many classroom Action Research reports present both, observation and data collection which of course are overlapping, as both refer to
data collecting. Discussion on the two topics, observing and data collecting under different sections shows that the researchers do not
understand that the two topics refer to the same thing.
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In this case, the observer uses observational sheet toward the implementation of the action. Observational note is used to notice all the
things happen during teaching learning activities, such as the teachers’ performance, atmosphere of the class, students’ responses, etc. while also
from the evaluation.
4. Reflecting
