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Fourth, the step of personalizing the map would be done by the students making their own copy of the map. It would be followed by the researcher giving
the text to read. In this step, the students could modify their Semantic Map with new information from the text using different color pens. This activity was
expected to engage the students in an interesting activity of creating a Semantic Map. It was also expected to improve their motivation in learning. The use of
different color pens and the creation of map with circles and arrows were expected to help them understand the content of the text more easily.
Fifth, post-assignment synthesis would be done by discussing the content of the text, retelling the stories based on their own Semantic Map and doing
exercises in the form of multiple choice comprehension questions. This step would be done to improve the interaction among the students as well as the
students and the researcher. This would also be done for assessing their reading comprehension.
D. Research Process 1. Report of Cycle 1
a. Planning
The actions of Cycle 1 were conducted in four meetings that were on February 13
rd
, 14
th
, 19
th
, and 20
th
. In this first cycle, the researcher would teach the recount text which was the students‟ material in the semester. During these
meetings, the students were expected to be interested in and motivated by the learning activities, to achieve some learning indicators, to focus on the lesson, to
be more disciplined, and to be able to work both individually and in groups.
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In the planning stage, the researcher constructed the course grid and lesson plans for Cycle 1. The course grid was based on the syllabus used by SMP N 3
Pakem which still used curriculum 2006. Meanwhile, the lesson plans were constructed based on the course grid. The materials were taken from internet and
some course books. The course grid and the lesson plans then were consulted with the r
esearcher‟s lecturer and the English teacher. To observe the teaching and learning process during the action, the researcher was helped by a collaborator.
In Cycle 1, the researcher planned to do these following actions: a
Teaching reading comprehension of recount text with five texts entitled „My Holiday in Bali
‟, „My Vacation in Japan‟, „Going Fishing for the First Time‟, „My Lucky Day‟ and „My Birthday Party‟
b Creating some interesting activities based on the procedure of the Semantic
Mapping Strategy to achieve some learning indicators such as identifying main idea or topic, identifying the purpose of recount text, identifying the
generic structure of the text, identifying stated details and unstated details, identifying references, and identifying difficult words based on the context.
The activities included brainstorming, categorizing, personalizing the map, and post-assignment synthesis which would be in the form of retelling the
story and doing multiple choice comprehension questions. c
Accustoming the students to opening a dictionary d
Initiating the students‟ enthusiasm by constructing Semantic Map using different color pens
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e Promoting group discussion to improve classroom interaction between the
researcher and the students and among the students themselves as well as to improve the students‟ participation
b. Action and Observation 1 First meeting
