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D. The Procedure of the Study
In this classroom action research, the writer used a model developed by Kemmis and Mc. Taggart. There were four steps in action research, they were:
planning, action, observation, and reflection. The procedures of the action research in this research were as follows:
1. Planning In this step, the researcher helped by a collaborator prepared everything
before the teaching and learning process. The researcher and the collaborator prepared everything related to the action as follows:
a. Preparing the material, and designing the steps in doing the action. The researcher and the collaborator also designed each cycle in four meetings.
b. Preparing teaching aids. c. Preparing the instruments.
d. Making lesson plan. e. D
esigning student‟s worksheets. f. Designing an observation sheet, etc.
2. Action The researcher prepared some steps in action, they were as follows:
a. Giving a pre-test b. Teaching reading using Cooperative Integrated Reading and Composition
c. Giving a post-test In this research, the researcher was sharing ideas with her collaborator about
all activities in teaching-learning process. 3. Observation
The researcher and her collaborator observed all activities in the teaching and learning process while Cooperative Integrated Reading and Composition
technique was being caried out in teaching reading. The researcher and her collaborator observed how the process of the teaching-learning runs. The
researcher and the collaborator also monitored and wrote the responses of the pupils in the class. In this step, the researcher was helped by the teacher as the
collaborator to give some inputs, such as: evaluate the teacher‟s teaching,
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offered suggestion on the best way to teach, helped her to create students‟
motivation in learning language, and also gave big contribution in every step of the research. The teacher noted events happening in the teaching-learning
process. 4. Reflection
In this step, the researcher analyzes what have been going on in the classroom. If the researcher finds some difficulties unsolved during the
teaching learning process, the researcher prepares the replanning steps. The researcher reflects on these effects as the basis for further planning,
subsequent critically inform action and so on, through a succession of stages .
The researcher tries to formulate the conclusion of the previos steps. The result of the observation was analyzed and evaluated. From these, it can be
known whether the students‟ reading comprehension improved or not. The writer‟s reflection was done by discussing it with her collaborator. From the
result above, the next cycle can be resolved and designed.
E. The Technique of Collecting Data
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