The procedures of the research referred to the steps suggested by Kemmis and Mc. Taggart 1988 in Burns 1999:32 that are consist of one cycle of the steps:
1. Planning In this phase, the researcher identified problems or issues and develop a plan of
action in order to bring improvements in a specific area of the research context. After finding the problem in 8C through observation, interview and discussion, the researcher
and the collaborator planned the action to solve the problem. 2. Action and Observation
After planning the actions, the actions was implemented in the classroom. The researcher was teaching the class while the English teacher was observing the atmosphere
in the classroom during the process.
3. Reflection At the end of the cycle, there was a reflection to know that the actions worked
well. Then, the researcher also conducted a post-test in the end of the last cycle to check whether the actions were successful or not.
CHAPTER IV RESEARCH FINDING AND DISCUSSION
This Chapter presents the following sections: reconnaissance, report of Cycle I and report of Cycle II. The reconnaissance section reviews the identification of the field
problem and the actions to solve the problems. The second section presents the report of Cycle I: plan, actions, observations and reflections. The report of the planning, actions,
observations, and reflections of Cycle II is presented in the last section.
A. Reconnaissance
In this step, the researcher conducted some activities to clarify the problems in the field. The activities included a discussion with the English teacher the collaborator
about the English teaching and learning process in the VIII C class, interviews with the VIII C students, and an observation of the teaching and learning process.
1. Identification of the Field Problems
Based on the discussions, interviews and observations, the researcher identified 14 problems related to the English teaching and learning process in the VIII C class of SMP
BOPKRI 3 Yogyakarta. The problems were related to the teacher, the students, the teaching materials and the teaching technique. The field problems are shown in the
following table. Table 2: The Field Problems in the Teaching Learning Process of English in VIII
C Class of SMP BOPKRI 3 Yogyakarta.
No Problem
Code
1. The students lacked vocabulary guessing skill.
S
2. The students have low motivation to read materials, especially
long texts. S
3. The students had high anxiety in class when they answer
teachers’ questions.
S
4. The students had difficulty connecting ideas and events.
S
5. The students played around instead of focusing on their task.
S
6. The students were passive during the teaching and learning
process.
S
7. The students had difficulty finding detailed information.
S
8. The students were not able to predict the meaning of unfamiliar
words.
S
9. The students get bored with the classroom activities.
S
10. The materials were sometimes not interesting for students.
M
11. The teacher never give abundant interesting materials.
T
12. The teacher lacked variation in his teaching technique.
TT
13. There were not enough media in the teaching and learning
process.
M
14. The teaching learning facilities were seldom used.
M
Note: S: Students
T: Teacher M: Material
TT: Teaching Technique As stated at the beginning of Chapter I, the researcher focused on the research on
improving students’ reading comprehension, by only addressing the problems related to the teaching of reading.
Table 3: The Problems Related to the Teaching of Reading in VIII Class of SMP BOPKRI 3 Yogyakarta.
No Problems
Code
1. The students lacked vocabulary guessing skill.
S
2. The students had difficulty connecting ideas and events.
S
3. The students had difficulty finding detailed information.
S
4. The students have low motivation to read materials, especially long texts. S
5. The teacher lacked variation in his teaching technique.
TT
6. There were not enough media in the teaching and learning process.
M
Note: S: Students
T: Teacher M: Material
TT: Teaching Technique
