Planning for the First Cycle

49 The researcher described the process and findings of each cycle in details as follows.

1. The First Cycle of CAR

The first cycle was conducted on March 28, 2011 at 10.00-10.35. This cycle consisted of three phases, namely planning, acting and observing, and reflecting.

a. Planning for the First Cycle

The planning for the first cycle was carried out during the preliminary research. In PPL period, the researcher observed the teaching learning process in grade XI Kimia Industri of SMK N 2 Depok Sleman, and found some problems related to teaching learning process. From the observation during the preliminary research and after having discussion with the teacher, it was known that the students of grade XI Kimia Industri of SMKN 2 Depok Sleman had problems related to listening comprehension skills. Most students in this class failed to have successful listening comprehension practice due to their unfamiliarity with the speaker‟s accent and vocabularies. The researcher went on further observation, and found that the unfamiliarity arisen due to the lack of listening comprehension practice. The students were not accustomed to listening to audio materials in class, and if they had a chance to have it, the listening session was not organized properly. Besides, the materials used were merely old materials from textbook, which might demotivate students to actively participate in teaching learning activities. These problems brought the researcher into an attempt to help the students to improve PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 50 their listening comprehension skills through the use of authentic materials in clearer steps of listening comprehension learning. Due to the time constraint on PPL period, the research was planned to be conducted when the students in grade XII. To confirm the students still had the same problem, the teacher conducted an assessment on students‟ listening comprehension skills. From the result of the assessment, it was found that the class average score was 23.87 out of the total score 30. There were twelve out of 31 students whose score below the class average score. A lesson plan for the first cycle of the research then was made and developed based on competence standard and basic competence in the syllabus for grade XII for Kimia Industri program of SMK Negeri 2 Depok Sleman see Appendix C. Afterwards, the researcher determined the students‟ achievement indicators. There were five indicators for the students to achieve in the first 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 distinguish specific part in a passage. The next indicator, the students were expected to be able to make inferences about past and future. The last indicator, the students were expected to be able to make prediction of the next event that may occur. After deciding the indicators, the researcher set learning methods to be used in teaching learning process which were expected to suit the students. The researcher chose lecturing, individual works, pair works, and class discussion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 51 These methods were aimed at building interaction and cooperation between teacher-students and student-student. The researcher then developed learning materials in form of a worksheet. Since this was listening comprehension practice, the worksheet consisted of some exercises based on the listening materials. The researcher planned to use authentic audio materials for the students, which was aimed at focusing the students‟ attention only to the voice of the speakers, though the students would still also have to compete with background noise. After the materials were set, the researcher set the learning activities in three phases, namely pre-listening activities, whilst-listening activities, and post- listening activities. In pre-listening activities, the researcher would use lecturing method to introduce the authentic materials and steps in listening comprehension. Afterwards, whilst-listening activities would be the action phase for the researcher to help students in listening comprehension practice, by listening to the materials and doing the worksheet as well. In this phase, the researcher would guide the students to listen to the materials in accordance with the phase in listening comprehension, so that the listening comprehension practice would be organized and the students would learn more easily. Individual works in worksheet completion would help students to train their individual listening comprehension skills. Meanwhile, pair works were meant to build interaction between student- student and to train their cooperative sense as well. Class discussion in whilst- listening activities, which would be led by the researcher, was aimed at creating lively atmosphere in class and to encourage students to be more involved in class PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 activities and express their ideas in a forum, for example through question and answer session. Post-listening activities would be the closing phase in the teaching learning process, which mainly contained summary of the lesson and reflection on what was being learnt. The researcher would invite students to sum up the lesson, in order to ch eck students‟ understanding on the materials and to check students‟ progress. These were the summary of lesson plan for the first cycle which would be implemented in the research. The researcher discussed with the teacher before implementing the learning methods, the learning materials, and the learning assessment that would be employed.

b. Acting and Observing the First Cycle