34
Merli Puji Handayani, 2013 Using Children Short Stories ToEthance Student Reading Comprehension
Universitas Pendidikan Indonesia
| repository.upi.edu
the study. To inform, the study was taken on ongoing and natural class since the researcher entered the class as the schedule assigned by the school.
3.2 Data Collection
In collecting the data, this study used three cycles of treatment which was conducted from October 24
th
2012 until November 30
th
2012. The three cycles of treatment was adapted from Action Research model of Kemmis and Mc. Taggart
1988, as cited in O’Brien, 1998. Description of the action research model which
was proposed by Kemmis and Mc. Taggart can be seen in the subsequent picture:
Picture 3.1
Action Research model Kemmis and Mc. Taggart, 1988, as c
ited in O’Brien, 1998
35
Merli Puji Handayani, 2013 Using Children Short Stories ToEthance Student Reading Comprehension
Universitas Pendidikan Indonesia
| repository.upi.edu
Then, the three cycles which had been applied in the study can be accessed in the following table
Table 3.1 Three Cycles of Treatment
No Step
Description 1
Planning After holding a survey in the class and interviewing the
English teacher, the planning was designed so that it can be conducted in the class. The result of planning can be
seen in the lesson plan. see appendix A
2 Implementing
the treatments Treatments in the class consisted of three cycles of
treatment. It was intended to help students in advancing their reading comprehension. Each treatment used
children short stories that the students would read during the learning. The details of the treatment can be seen in
appendix A.
3 Observing
The students ’ learning process in the class was observed
by an observer which is the English teacher of the class. It was aimed to know the situation in the class so that it
can be reflected afterwards. The observation sheet of the learning process can be seen in the appendix B.
Besides that, the assessments were held to see students
’ improvement in reading comprehension. The assessment
were shown by asking students some literal questions during the discussion:
1 Who are the characters
2 Where does the story take place?
3 When does the story take place?
4 What conflicts happen in the story?
5 How does the conflict end?
Besides, the questions were also written in a story- structure analysis worksheet. It was asked in two forms
which were in the group work and in the individual work. In the individual work, the students were asked to
do an outside reading for their homework and they were asked to answer the questions.
4 Reflection
Reflection was conducted between the observer and the researcher so that it can be used in the next cycle for the
better treatments.
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Merli Puji Handayani, 2013 Using Children Short Stories ToEthance Student Reading Comprehension
Universitas Pendidikan Indonesia
| repository.upi.edu
In addition, this study used diagnostic test and therapeutic test to know students
’ improvement in comprehending the reading material. Diagnostic test was held at the beginning of the cycle, while therapeutic test was held at the end
of every cycle.
3.3 Research Procedures
