The Procedures of the Action Research

D. The Procedures of the Action Research

In conducting the research, the researcher arranged the procedures of action in one or more cycles based on the success and the unsuccessful of the research. Each cycle consisted of two meetings. According to Arikunto (2008:83), the operational of Classroom Action Research consisted of four components, they are:

1. Planning was a kind of Classroom Action Research that was arranged based on the preliminary study, from the study, the researcher got the general description about the problem which was faced in the field.

2. Action was the realization of theory and teaching strategy. It was aimed for increasing the problem.

3. Observation was an activity for collecteding the data and information that can be used as the input in doing reflection toward what has been done in action.

4. Reflection was an activity of analyzing, interpreting, and explaining all of the information that has been got from the observation and what has been done in the action. The procedure above consisted of planning, implementation, observation and reflection. In

observation phase it was not only the researcher who does the observation, but also the teacher collaborator had help the researcher to observe the students’ activities and the researcher’s activities during teaching and learning process. However the researcher would conducted one cycle in two meetings. The result of the reflection in Cycle I was unsuccessful, the researcher continued to the next cycle, while Cycle I was success, the researcher would stop to do the research and report it. Because in Cycle I was unsuccessful so the research continued in Cycle II, in meeting two was successful.

To make it clearer, the researcher makes a figure about the cycle that was done by the researcher in doing the research as follows.

Cycle I

Preliminary study considers about the syllabus,

Minimum Competence Criterion, the students’ ability in reading comprehension especially in narrative text form.

Planning: the researcher prepares the Action: the researcher teaches the students material, lesson plan, observation

in 2 cycles by reading comprehesion

sheet, and evaluation sheet.

through Cause and Effect Strategy.

Reflection: The researcher notes,

Observation: The teacher-collaborator

analyzed and evaluated the result of

assisted the researcher to observe the

the observation sheet and evaluation

reseacher’s and the students‟ activities,

sheet as reflection and make

during teaching-learning

improvisation for the next cycle.

Unsuccessful

Cycle II

Re-plan: the researcher prepares

Action: explaining the material and

the material, lesson plan,

conducted again to teach reading

observation sheet, and evaluation

comprehesion through Cause and

sheet.

Effect Strategy.

Observation: The teacher

Reflection: The researcher notes,

collaborator assisted the researcher

analyzed and evaluated the result of

to observe the researcher’s and the

the observation sheet and

students‟ activities, during

evaluation sheet as reflection and

teaching-learning

make improvisation for the students weaknesses

Figure 2: The researcher procedures of increasing the students’ ability in reading comprehension by using Cause and Effect Strategy

In detail, the procedures of implementing the act are served as follows.

a) Cycle I:

Cycle I consisted of two meetings, such as below:

1. First Meeting:

a. Planning

1) Arranging lesson plan.

2) Preparing the material.

3) Preparing the observation sheet.

4) Preparing the student’s attendance list.

5) Preparing field note.

b. Action

1) Greeting the students.

2) Introducing him self to the students.

3) Checking the students’ attendance.

4) Introducing the material and asking the students’ background knowledge about the material.

5) Explaining reading comprehension, narrative text, and Cause and Effect Strategy.

6) Applying Cause and Effect Strategy in reading teaching-learning process.

a) The researcher introduced the material and invited to find out the main idea in narrative text.

b) The researcher discussed by talking about how events are connected to each other and that the cause is the thing that makes something happens, while the effect is the thing that happens (the reaction).

c) The researcher provided simple example to the students of cause and effect by writing on the board, verbally and in pictures.

d) The researcher continued discussion to the students about the generic structures in narrative text.

e) The researcher more explained to identify the key words and phrases in narrative text.

7) Concluding the material to the students.

8) Closing the teaching and learning process.

c. Observation

1) Observing the students’ activities during the teaching-learning process.

2) Observing the students’ attitude during the teaching-learning process.

d. Reflection

1) Noting the result of the observation.

2) Analyzing the result of the observation.

3) Evaluating the result of the observation.

4) Improving the weakness for the next actions.

2. Second Meeting

a. Planning

1) Arranging lesson plan.

2) Preparing the material.

3) Preparing the observation paper.

4) Preparing the student’s present list.

5) Preparing field note.

b. Action

1) Greeting the students.

2) Checking the students’ attendance.

3) Reviewing the previous material.

4) Explaining reading skill, narrative text, and Cause and Effect Strategy.

5) Continuing to apply the procedure of Cause and Effect Strategy.

f) The researcher asked the students to think of something that might happen and describe cause and effect relationships in narrative text.

g) The researcher divided the class into groups and find out the specific facts about narrative text.

h) The researcher gave each group of a copy of the cause and effect worksheet.

i) The students discussed then, each group would present their result by reading and pointing out in front the class.

6) Evaluating the students, and giving the instruction for the students or explaining for them how to do it.

7) Giving correct answers to the students and asked the students’ complication.

8) Concluding the material.

9) Closing the teaching - learning process.

c. Observation

1) Observing the students’ activities during teaching-learning process.

2) Observing the students’ attitude during reading activity.

d. Reflection

1) Noting the result of the observation.

2) Analyzing the result of the observation.

3) Evaluating the result of the observation.

4) Improving the weakness for the next cycle.

b) Cycle II

The result of Cycle I cannot achieved the MCC and would be designed by considering the weaknessess and the strength. The students still unable to comprehend reading text. Furthermore, the researcher continued to teach the students in Cycle II as follows. In Cycle II, consisted of two meetings.

1. First Meeting

a. Planning 1)Arranging lesson plan. 2)Preparing the material.

3) Preparing the observation sheet.

4) Preparing the student’s attendance list.

5) Preparing field note.

b. Action

1) Greeting the students.

2) Checking the students’ attendance.

3) Introducing the material and asking the students’ background knowledge about the material.

4) Explaining reading comprehension, narrative text, and Cause and Effect Strategy.

5) Applying Cause and Effect Strategy in reading teaching-learning process.

a) The researcher introduced the material and invited to find out the main idea in narrative text.

b) The researcher discussed about how events are connected to each other and that the cause was the thing that makes something happens, while the effect was the thing that happens (the reaction).

c) The researcher provided simple example to the students of cause and effect by writing on the board, verbally and in pictures.

d) The researcher continued discussion to the student’s the generic structures in narrative text.

e) The researcher more explained to identify the key words and phrases in narrative text.

6) Concluding the material to the students.

7) Closing the teaching and learning process 7) Closing the teaching and learning process

1) Observing the students’ activities during the teaching-learning process.

2) Observing the students’ attitude during the teaching-learning process.

d. Reflection

1) Noting the result of the observation.

2) Analyzing the result of the observation.

3) Evaluating the result of the observation.

4) Improving the weakness for the next actions.

2. Second Meeting

a. Planning

1) Arranging lesson plan.

2) Preparing the material.

3) Preparing the observation sheet.

4) Preparing the student’s attendance list.

5) Preparing field note.

b. Action

1) Greeting the students.

2) Checking the students’ attendance.

3) Reviewing the previous material.

4) Explaining reading comprehension, narrative text, and Cause and Effect Strategy.

5) Continuing to apply the procedure of Cause and Effect Strategy:

f) The researcher asked the students to think of something that might happen and describe cause and effect relationships in narrative text.

g) The researcher divided the class into groups and find out the specific facts about narrative text.

h) The researcher gave each group of a copy of the cause and effect worksheet.

i) The students discussed then, each group would present their result by reading and pointing out in front the class.

10) Evaluating the students, and gave the instruction for the students or explaining for them how to do it.

11) Giving correct answers to the students and asked the students’ complication.

12) Concluding the material.

13) Closing the teaching and learning process.

c. Observation

1) Observing the students’ activities during teaching-learning process.

2) Observing the students’ attitude during teaching-learning process.

d. Reflection 1)Noting the result of the observation sheet. 2)Analyzing the result of the observation sheet. 3)Evaluating the result of the observation sheet.

Clearly, in Cycle I, the researcher taught the students was unsuccessful, the average of the students’ mark had not achieved yet the MCC (Minimum Competence Criterion ) of the school, namely 65, the researcher continued in the next cycle and the average of the students’ mark has achieved the Minimum Competence Criterion was 85 points.

The activities had been done by the researcher, applied Cause and Effect Strategy collected the data qualitative and quantitative data Qualitative data was got from the events taken place during teaching and learning process in the classroom. While quantitative data got from the evaluation results of the students’ answer sheets, the result can be numbered based on the mark of the students’ answers sheets.