The role of the researcher in this reserach was a main actor. In the observation season, the writer acted as an independent observer, he did not
involve in teaching learning process. Then, in the next season, the writer took a part of teaching learning process. The writer acted as the English teacher in the
research process. Therefore, the writer prepared a lesson plan and pre action test before implementing story mapping method in teaching narrative text process,
also post action test form after implementation. In the final, he calculated and analyzed data to make a report as a result of the research.
F. The Data Collecting Procedure
In gathering the data of this research, there were some techniques used, namely; observation, interview, questionnaire and test. To make it clearer, here
are the following details: 1. Observation
Through the observation as the first technique of collecting data. In this technique, the data was taken from the notes about everything happened during
teaching learning process which were about the teacher’s treatment to the students, which method the teacher used and how the process worked. The
observation also were about students’ responses and participation in teaching learning process. This method also as a barometer to do previous data collecting.
By direct observing, there are possibilities to take some notes, behavior, development, and so on, which happens any time.
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2. Interview The way of collecting data of pre-action was used also interview
guidelines. It was the second technique to get more information in collecting data. There two kinds of interview which were used. They were: unstructured interview
and structured interview.
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The interview conducted to both English teacher and some students who were the participants of teaching learning process. The
9
Moh Nazir, Metode Penelitian, Bogor: Gralia Indonesia, 2005, p. 175.
10
Suharismi Arikunto, Prosedur Penelitian, Jakarta: Rineka Cipta, 2010, p. 172.
interview was about the English teaching learning process at MTs Tarbiyatul falah which was conducted before and after implementing story mapping in teaching
narrative text. Then, the result of interview was taken as guidelines to complete the data needed.
3. Questionnaire In this collecting data technique, gaining the data was conducted twice,
pre-action and after implementing CAR. It was used structured questionnaire which contained the questions and alternative answers to them. In this technique,
the students were supposed to choose one of the alternative answers according to their personal estimation of each question. After conducting this phase, it resulted
a percentage of students’ response. Its aim was to support other data to get a valid research result.
4. Test The test was the last technique used to know about the students’
improvement of understanding narrative text by using story mapping method. This technique was used to know the students’ achievement in learning narrative
text by using story mapping. It may be as the main technique in collecting data. So, this technique would be told more how this technique worked to prove that
story mapping could improve the students’ understanding of narrative text. The result of tests were provided by some tables to make it more eficient
and communicative enough.
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11
Sugiyono, Statistika untuk Penelitian, Bandung: Alfabeta, 2005, p. 22.
The wholeness of the research process would be drawn in the Chart 3.1 below:
Adapted from Suharsimi Arikunto
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Chart 3.1 The Kurt Lewins’s Design of CAR
In General, there are many Classroom Action Research designed by some experts. Otherwise, in this research used
Kurt Lewin’s design for many
12
Ibid., p. 137.
Planning Acting
Reflecting Observing
Planning Acting
Reflecting Observing
Cycle 1
Cycle 2
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.
13
Ibid., p. 137.
