The Procedure of the Action Implementation

D. The Procedure of the Action Implementation

In doing the research, the researcher arranged the procedure of the action in some cycles; each cycles consists of two meetings. Ferrance (2000:9) remarks the procedure for action research can be described as cycle in four stages, namely:

1. Planning is used to plan the action in searching. In the research, the researcher is going to prepare everything, which is needed during doing the research such as lesson plan, materials, observation sheet and evaluation sheet.

2. Action is the realization of theory and teaching technique. It is aimed to improve the problem.

3. Observation is an activity of collecting data and information that can be used

as the input in doing reflection toward what has been done in action.

4. Reflection is an activity of analyzing, interpretation, and explaining all of the information gotten from the observation of what has been done in the action. In the reflection, the researcher will take the conclusion whether the problem has been overcome or not. To make it clearly, the procedures of implementing the actions are served to next page.

Cycle I

Preliminary Study: The students’ score in under the minimum competence that has been specified (70 point)

Cycle I

Planning. The researcher preparin, field Action. Teaching material to the

notes, and attendance list.

students

through Exclusion

Strategy and plan, material, observation sheet and

the teaching equipments, such as; lesson Brainstorming

evaluating the students. evaluation sheet.

Reflection. Noting, analyzing, Observation. Observing all the Unsuccessful

evaluating and concluding the result. happen during conducting the research After that, the weakness is improved. in the classroom by teacher-

collaborator

Improving and revising lesson plan, material, and the

weaknesses and going to the

next cycle.

Cycle II

Action Preparing the teaching equipments, such as; Teaching material to the

Planning

syllabus, lesson plan, material, table of students through Exclusion

specification, observation sheet, evaluation

Brainstorming Strategy and sheet,

validity sheet, field notes, and

evaluating the students.

attendance list.

Observation

Reflection

Observing all social events Noting, analyzing, evaluating and during conducting the

concluding the result. After that, the research in the classroom by weakness is improved.

Research report

Figure 2: The Cycle of CAR when conducting Exclusion Braintorming Strategy to increase the

students’ descriptive paragraph at the eighth grade of SMP Negeri 2 liserangkai in 2016/2017.

The procedure of implementing the action of the researcher, the students, and the English-teacher-collaborator for each cycle is described as follows.

Cycle I

In doing this cycle, there are two meetings.

1. First Meeting

In the first meeting of Cycle I, the researcher conducted some activities, namely:

a. Planning

In planning phase, the researcher did some activities, namely:

1) The researcher prepared syllabus.

2) The researcher arranged a lesson plan.

3) The researcher prepared the teaching material (Describing person).

4) The researcher prepared table of specification.

5) The researcher prepared validity sheet.

6) The researcher prepared the observation sheet.

7) The researcher prepared the evaluation sheet.

8) The researcher prepared field notes of the researcher’s and the students’ activities.

9) The researcher prepared tests.

10) The researcher prepared the students’ attendance list.

b. Action

In action phase, the researcher did some activities, namely:

1) Pre teaching-learning activities:

a) The researcher greeted the students and asks the students’ condition.

b) The researcher introduced herself to the students.

c) The researcher checked the students’ attendance list.

d) A student is asked to pray by the researcher.

e) The researcher motivated the students to learn English well by giving them some suggestions

f) The researcher guided the students to learn.

2) Whilst teaching-learning activities:

a) The researcher divided the students into five groups.

b) The researcher introduced the material and asked the students ’ prior knowledge.

c) The students gave their opinions.

d) The researcher complimented the students.

e) The researcher guided the students in Exclusion Brainstorming Strategy

f) The researcher wrote title of a selecting reading text on the blackboard.

g) The researcher listed some words or phrases related to the topic, some words or phrases are not related to the topic, and some ambigious words or phrases.

h) The researcher asked the students to eliminated any words or phrases they believe are not related to the topic.

i) The students asked to select words or phrases they were belive related to the topic, and some words or phrases which they were believe ambigious. j) The researcher asked the stud ents’ reason of the decision they have been made. k) The researcher showed the reading text based on the title have been

writen on the blackboard. l) The researcher asksed the students to read the text and comprehend it. m) The students asked to compare their previous selection whether accurate

or not. n) The researcher conducted a discussion activities between the students to

make sure the students are comprehend the content of the text. o) The researcher improved the students’ mistakes. p) The researcher allowed the students to give questions related to the

material. q) The other students answered the questions. r) The researcher gave compliment about the students’ answers.

3) Post teaching-learning activities:

a) The students and researcher concluded the material than motivated the students to learn more about the material.

b) The researcher greeted the students to close the teaching-learning process.

b. The steps of observation are:

1) The English teacher-collaborator observed the researcher’ and the students activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during implement the action.

c. The steps of reflection are:

1) The researcher noted the observation result.

2) The researcher Improved and evaluated the weaknesses.

3) The researcher analyzed the observation result.

4) The researcher evaluated the observation result.

5) The researcher evaluated field notes and planning what should be improved in the next meeting in order that the students get success in learning the material that they have studied.

2. Second Meeting

In this meeting, the researcher was continued the activities based on the result of the first meeting. It needs 2x40 minutes. The researcher was applied the following activities.

a. The steps of planning are:

1) The researcher arranged and designs the lesson plan.

2) The researcher prepared the material (Describing person).

3) The researcher prepared the observation sheet for the students.

4) The researcher prepared field notes of the researcher’s and the students’ activities.

5) The researcher prepared the evaluation sheet for the students.

6) The researcher prepared the students’ attendance list.

b. The steps of action are:

1) Pre-teaching-learning activities:

a) The researcher greeted the students and asked the students’ condition.

b) The researcher checked the students’ attendance list.

c) A student was asked to pray by the researcher.

d) The researcher motivated the students to learn English well by giving them some suggestions.

e) The researcher reviewed and reminded the last material.

2) Whilst teaching-learning activities:

a) The researcher asked the students to sit based on their group.

b) The researcher and the students discussed the weaknesses in the first meeting.

c) The researcher improved the students’ error during do the procedure and gave feedback to the students based on what they have already done.

d) The researcher distributed evaluation sheet to the students.

e) The students wrote the text in a good paragraph, while the researcher controling the students during conducting the activity.

f) The researcher improved the students’ mistake.

g) The researcher allowed the students to gave questions related to the material.

h) The other students answered the questions.

i) The researcher complimentd about the students answer.

3) Post teaching-learning activities:

a) The students and researcher concluded the material than motivated the students to learn more about the material.

b) The researcher greeted the students to close the teaching-learning process.

c. The steps of observation are:

1) The English teacher-collaborator observeed the researcher’ and the students activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during implemented the action.

d. The steps of reflection are:

a) The researcher and English teacher-collaborator noted the result of observation sheet for the students ’ and researcher’s activities.

b) The researcher and English teacher-collaborator analyzed and evaluated the result evaluation sheet of students’ and researcher’s activities to found out the way to improve the students’ and researcher’s weakness during

the teaching-learning process. This cycle was continued to the next cycle because the result of students’

score in Cycle I still not achieved yet the Minimum Competences Criterion ( MCC ) decided in the school, namely 70.

Cycle II

1. First Meeting In this meeting, the researcher was continued the activities based on the result of the second meeting. It need 2x40 minutes. The researcher applied the following activities.

a. Planning

In planning phase, the researcher did some activities, namely:

1) The researcher prepared syllabus.

2) The researcher arranged a lesson plan.

3) The researcher prepared the teaching material (Describing person).

4) The researcher prepared table of specification.

5) The researcher prepared validity sheet.

6) The researcher prepared the observation sheet.

7) The researcher prepared the evaluation sheet.

8) The researcher prepared field notes of the researcher’s and the students’ activities.

9) The researcher prepared tests.

10) The researcher prepared the students’ attendance list.

b. Action

In action phase, the researcher did some activities, namely:

a. Pre teaching-learning activities:

1) The researcher greetd the students and asks the students’ condition.

2) The researcher introduced herself to the students.

3) The researcher checked the students’ attendance list.

4) A student was asked to pray by the researcher.

5) The researcher motivated the students to learn English well by giving them some suggestions.

6) The researcher guided the students to learn.

b. Whilst teaching-learning activities:

1) The researcher asked the students to sit based on their group.

2) The researcher told the students value.

3) The researcher improved the students’ error during do the procedure and give feedback to the students based on what they have already done.

4) The researcher re-explaind the material to the students.

5) The researcher gave the new example to the students.

6) The researcher implemented Exclusion Brainstorming Strategy to the students.

7) The researcher wrote a title on the blackboard.

8) The researcher listed some words or pharases related to the topic, not related to the topic, and ambigious words or pharases.

9) The researcher asked the students to eliminate any words or pharases they belive are not related to the topic.

10) The researcher asked the students to select words or pharases they belive are related to the topic and words which they belive may be ambigious.

11) The researcher asked the students’ reason of the decision they have been made.

12) The researcher showed the reading text based on the title have been writen on the whiteboard.

13) The researcher asked the students to read the text and comprehend it.

14) The students asked to compare their previous selection whether accurate or not.

15) The researcher conducted a discussion activities between the students to make sure the students are comprehend the content of the text.

16) The researcher improved the students’ mistakes.

17) The researcher gived exercises to the students to rewrite descriptive paragraph about “My Sister” by using the words or pharses that related to the topic which they have been select in the previous text.

18) The researcher corrected the students written.

19) The reseacher improved the students error.

20) The researcher allowed the students to give questions related to the material.

21) The researchers responded the students. .

c. Post teaching-learning activities:

1) The students and researcher concluded the material than motivated the students to learn more about the material.

2) The researcher greeted the students to close the teaching-learning process.

c. The steps of observation are:

1) The English teacher- collaborator observed the researcher’ and the students activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during implement the action.

d. The steps of reflection are:

1) The researcher noted the observation result.

2) The researcher improved and evaluated the weaknesses.

3) The researcher analyzed the observation result.

4) The researcher evaluated the observation result.

5) The researcher evaluated field notes and planning what should be improved in the next meeting in order that the students get success in learning the material that they have studied.

2. Second Meeting

In this meeting, the researcher continued the activities based on the result of the first meeting. It need 2x40 minutes. The researcher was applied the following activities.

3. The steps of planning are:

1) The researcher arranged and designs the lesson plan.

2) The researcher prepared the material (Describing person).

3) The researcher prepared the observation sheet for the students.

4) The researcher prepared field notes of the researcher’s and the students’ activities.

5) The researcher prepared the evaluation sheet for the students.

6) The researcher prepared the students’ attendance list.

b. action

a) Pre-teaching-learning activities:

1) The researcher greeted the students and asked the students’ condition.

2) The researcher checked the students’ attendance list.

3) A student was asked to pray by the researcher.

4) The researcher motivated the students to learn English well by giving them some suggestions.

5) The researcher reviewed and reminded the last material.

b) Whilst teaching-learning activities:

1) The researcher asked the students to sit based on their group.

2) The researcher and the students discussed the weaknesses in the last meeting.

3) The researcher improved the students’ error during do the procedure and give feedback to the students based on what they have already done.

4) The researcher distributed evaluation sheet to the students.

5) The researcher confirmed to the students what they have to do.

6) The students wrote the text in a good paragraph, while the researcher controling the students during conducting the activity.

7) The researcher asked the students to collect their paper.

8) The researcher allowed the students to give questions related to the material.

9) The other students answered the questions.

10) The researcher complimented the students answer.

d. The steps of observation are:

1) The English teacher-collaborator observe d the researcher’ and the students activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during implemented the action.

e. The steps of reflection are:

1) The researcher and English teacher-collaborator noted the result of observation sheet for the students ’ and researcher’s activities.

2) The researcher and English teacher-collaborator analyzed and evaluated the result evaluation sheet of students’ and researcher’s activities to find out the 2) The researcher and English teacher-collaborator analyzed and evaluated the result evaluation sheet of students’ and researcher’s activities to find out the

This cycle did not continue to the next cycle because the result of students’ score in Cycle II has achieved the Minimum Competences Criterion (MCC) decided in the school, namely 70.