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Next, the teacher and the writer had to still reflect the improper implementation of using Student Team Achievement division STAD.
Here, the observer gave her perceptions of the teaching learning process related to the last observation phase. First, the teacher still had difficulties
in explaining the schematic structure in the class. In this case, the observer suggested to the teacher to show the shematic structure of the text directly,
without explain them one by one explicitly. Second, the teacher’s
explanation toward the lesson was too fast; at times it led students confuse and asked her to repeat the explanation. To solve this problem, the
observer suggested giving explanation more clearly and slowly and using the slide show in order to make student more anthusiastic. Third, the
teacher still had difficulty in managing the class. In this case, the class was noisy even some students cheated each other in doing tasks. Hence, the
writer suggested to the teacher to give more attention and the teacher should be more strict in order the students did not cheat any longer.
Fourth, the teacher ask the students to bring dictionary to help them find the dificult word and similiar meaning of the word.
From the reflecting phase above, there must be more efforts to develop students’ reading ability by using Student Team Achievement
Division STAD. It needed to be improved again in the next cycle. This effort was done in the next lesson plan of cycle two.
3. Findings of the Second Cycle
a. Planning
The planning phase of the second cycle was implemented into a lesson plan. In this case, the writer modified the previous lesson plan
based on the result of reflecting phase in the first cycle. The lesson plan which was used still related to Student Team Achievement Division
STAD in learning reading. However, there were some modifications in the second cycle; that was the teacher needed to give interesting slide
show to the students in class presentation and asked students to bring
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dictionary. Besides, the writer still also prepared the unstructured observation sheet to note the classroom activities. And the writer also
prepared the post-test 2 to collect the data.
b. Acting
the action of cycle 2 was done on November 17th and 19th 2010. After reviewing the previous lesson by using slide show, teacher asked the
students work in their teams. The students read the text that given by the teacher, they were given some minutes to identify and to look up the
difficult words appeared in the text and asked them find the similiar meaning of the word in the text given in dictionary. Then, the students
determined the schematic structures of the text together. Afterwards, the teacher asked students some questions related to that reading passage.
Here, the teacher limited the time, it was about 10 minutes to accomplish the assignment, and hence they were courageous to finish the task on time.
Furthermore, the students discussed the work result with the other group. In this case, they matched the answers whether there were different
answers or not. Then, the teacher gave the correct answers of the questions. Afterwards, the students gave individual quiz. Here, the teacher
also limited the time, it was about 5 minutes to avoid them cheating each other.
c. Observing
In the second cycle, generally the class condition in learning process was better than the previous cycle. It could be seen from the
students who were ready to follow the lesson and when they followed the reading lesson, most of them were enthusiastic to answer some questions
given by the teacher. In doing task in team, they enjoyed doing exercises. Then, they were actively to participate within their group. Furthermore,
when they were given individual quiz by the teacher, they did it individually without cheating one another and they do the best for their
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improvement teams. Related to the teacher’s performance, she showed
some progresses. It meant that students could understand easily because the teacher’s explanation was not so fast. Automatically, it led a good
feedback from students’ response in conveying their opinions. Shortly,
most of students seemed quite active in the classroom and in doing reading exercises and students enjoy study in their teams. In the second action of
cycle two, the teacher was held on post- test 2 regarding students’ reading
comprehension of recount text. Based on the result of the post-test 2, the mean score of the class in reading test gained 72.8 in which there were 27
students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 70 seventy.
d. Reflecting
The reflection of Classroom Action Research CAR was carried out after getting the score result of reading test. The writer and the teacher
felt satisfied in as much their efforts to improve the students’ reading
ability had been realized. The students could understand the passage easily. It was proven by their improving scores from the pretest 1.
Furthermore, they could cooperate among their teams easily. Indeed, they seemed more interesting during the teaching learning process.
After achieving the target research of where minimally 70 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal KKM, therefore the writer and the teacher decided to stop the Classroom Action Research CAR because it had already succeeded.
Hence, the writer and the teacher did not have to revise the plan. According to the result of the evaluation between the writer and the
teacher, it could be assumed that the implementing of Classroom Action Research in developing students’ reading ability by using Student Team
Achievement Division STAD was appropriate with the planning that had been discussed by the writer and the teacher previously. In this case, every
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action was planned as good as possible so that the reading activities could be accomplished well.
4. Findings After Implementing the Action
