Cycle Two Research Design

3.2.2 Cycle Two

3.2.2.1 Planning From the reflection in cycle one, I then arranged the second treatment with some revisions. I prepared a new lesson plan and prepared some new topics for the students. The new topics were Uniform is Unity, Plural, and Economical, Improving Our English Ability, The Positive Effects of Study Abroad, Moving Class, The Characteristics of a Good Leader, Being Healthy by Jogging, Where should be After High School?, Shopping in Traditional Market, Bank as a Safe Place for Saving Money, Should not access Immoral Things from Internet, Rubbish Can Create a Negative Environment, and Should Chatting be Banned?. Another revision I made was the technique in discussing the topic. In cycle one, still there were some students who were not active when they were discussing the topic. They did not participate in their group, as they just kept silent and accepted whatever the discussion‟s result was. Based on the situation above, I decided to give number for each of group member, with number one, two, three, and four. Firstly, they were given time to write their own idea, at least one idea, about the topic they have chosen. After they were ready with their idea, I called their number one by one randomly. Student with the number I called had to tell his idea to his friends in his group. After all students told their ideas in their group, the group had to make a conclusion about the topic in the form of hortatory exposition text based on the ideas that have been made. The treatment was continued with the same activity in cycle one. 3.2.2.2 Action The teaching steps in cycle two were: 1. I previewed the model of the language as the previous cycle. 2. I conveyed the strategy of how to create hortatory exposition sentences and also give some examples. 3. I had the students to make eight groups with the same composition as the previous meeting. 4. I gave the students some new topics that they choose one of them. Then, they composed a short hortatory exposition text based on the topic with the new technique I revised. 5. I controlled the class for the cycle two of this research. 6. I explained how to pronounce some difficult words in the end of the meetings. 3.2.2.3 Observation I analyzed the students‟ participation in the teaching-learning process to know whether or not there is a betterment result of the action in cycle two. At the end of the study, questionnaire was distributed to all students to identify students‟ objectively measurement towards the trea tments given by using “Three Stay One Stray” structure as a learning technique in teaching spoken hortatory exposition text. 3.2.2.4 Reflecting Here, I analyzed the result of the second cycle, evaluated the implementation of the treatment and questionnaire, and compared the both results in those cycles.

3.3 Research Variable

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