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2. The Second Cycle of CAR
The second cycle of this research was conducted on Wednesday 6
th
May, 2011. This cycle was conducted as the continuation of the first cycle. The
researcher conducted this cycle the same stages as the first cycle, namely planning, conducting and observing, and reflecting. The researcher modified the materials
and the teaching strategy.
a. Planning for the Second Cycle
The second cycle was started by planning stage, which was carried out based on the reflection from the first cycle. The second cycle was planned to be
conducted a week after the first cycle was done. Another set of lesson plan was set and developed based on competence standard and basic competence in syllabus
for grade XII for Kimia Industri program of SMK Negeri 2 Depok Sleman see appendix C. Besides, the teacher suggested continuing the second cycle with new
materials from the next unit. Students‟ achievement indicators for second cycle thus were determined.
There were five indicators for the students to achieve in the second cycle. Firstly, the students were expected to be able to guess the meaning of keywords from the
context. Secondly, the students were expected to be able to distinguish the main idea from supporting details. Thirdly, the students were expected to be able to be
able to distinguish specific part in a song. The specific part was the nouns in the song used for this cycle. Fourthly, the students were expected to be able to make
inferences about „Life‟s Little Lesson‟, the topic to learn that day. The last
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63 indicator, the students were expected to be able to make prediction of the next
utterances that may occur. After deciding the indicators, the researchers then set learning methods to
be used in teaching learning process which were expected suit to students. The researcher chose lecturing, individual works, pair works, and class discussion.
The researcher used same methods as in the first cycle, because these methods had not been optimally implemented in the first cycle. To make the methods clearer
for the students, the researcher made clearer instructions in the worksheet. The researcher then developed learning materials in a form of a worksheet,
which contained five parts to work on. Part A consisted of ten vocabulary items for students to guess the meanings, by drawing arrows from the English words to
the correct meanings in Bahasa Indonesia. For part B, the students were to work in pairs to complete the tasks, related to listening for gist. Part B of the second
worksheet consisted of four questions; one question was about the main idea of the song, and the rest three were related to the details of the song. Part C of the
worksheet was about drawing inferences from the song. The students were to draw inferences about life‟s lesson they had in the past and the advantages for
their life nowadays. For part D, the students were to listen selectively, namely to fill in the blanks on the separated paper given. The blanks were the missing lyrics
to be completed. The last part of the worksheet was part E, in which the students were to make prediction of the next utterances which may occur.
The researcher used songs for the second cycle. As Goh 2002 found in her study, songs were an excellent form of listening input for a wide range of
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64 comprehension tasks because they were normally short, contain repetitions, and
generally use simple natural language. Besides, longer songs sometimes contain stories that will capture students‟ attention. The researcher thus planned to use a
pop song sung by Carrie Underwood, entitled „Lessons Learned‟, in which related
to the topic to learn, „Life‟s Little Lesson‟. The researcher planned to use this song because the pronunciation of the singer was clear enough, the song had
upbeat tempo which was expected to motivate students, and the vocabulary items in the songs were quite familiar yet still supported the topic to be learned. This
song also has adequate length and speed for students. Furthermore, this song was appropriate for students to apply their background knowledge and make personal
responses because it was related to their personal experience. After the learning material was set, the researcher set the learning
activities in three phases. These are pre-listening activities, whilst-listening activities, and post-listening activities. In pre-listening activities, the researcher
would do materials review by lecturing, and re-explaining the phases of listening comprehension skills in brief.
Afterwards, there would be more listening comprehension practices in whilst-listening activities, by listening to the song and completing the worksheet
as well. The students would also be guided in listening practice for this cycle, as so in the first cycle.
Post-listening activities were planned as the last activities for the second cycle, in which the students would sum up the materials and reflect on what had
been learnt. The researcher would invite students to sum up the lesson, in order to
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65 check students‟ understanding and students‟ progress. These were the summary of
lesson plan for the second cycle which would be implemented in the research.
b. Acting and Observing the Second Cycle
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