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The Result of Pre Test

individual exercises. Then, when they had a group work to discuss the schematic structures which was made into story mapping sheet, they were actively to participate within their group. Furthermore, when they were given exercises by the teacher, they did it individually without cheating one another. Related to the teacher’s performance, he showed some progresses. It meant that students could understand easily and could note the key words easily because the teacher’s explanation was explicit and 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. In the second action of cycle two, the teacher was held on posttest 2 regarding students’ reading comprehension of narrative text. Based on the result of the posttest 2, the mean score of the class in reading test gained 76.58 in which there were 29 students who passed the KKM 70 seventy. 4. 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 has much their efforts to improve the students’ reading comprehension of narrative text had been realized. The students could understand the passage easily. It was proven by their improving scores from the pretest 1. Furthermore, they could easily to analyze the schematic structures concerning orientation, complication, and resolution of the story. Indeed, they seemed more interesting during the teaching learning process. After achieving the target research of where minimally 70 students who passed the 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. Based on 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 comprehension in terms of

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