In this Classroom Action Research, the writer uses Kurt Lewin’s design. Kurt Lewin’s design for Classroom Action Research consists of four phases within
one cycle. Those are planning, acting, observing, and reflecting.
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This is the collaborative research, the writer collaborate with the English teacher of MTs. Manaratul Islam. The steps include.
1. Planning
In this phase, after identifying the students’ problem through observing and interviewing is done. The teacher can know the problems of the
students in learning English in terms of reading lesson especially in understanding narrative texts.
Therefore, the writer as an English teacher makes the lesson plan. After that, the
purpose of this phase is to fix the process of students’ reading skill in classroom and to improve the result of students’ score by using
cooperative learning. Before the teacher acts, does acting the teacher makes lesson plan,
hand out related to reading material that will be taught in classroom, prepares the instrument. Here, the teacher also makes the post-test I in order to know
how far the students’ achievement after giving cooperative learning technique at the end of this cycle.
2. Acting
After the teacher makes lesson plan that has described above then the teacher arranges the scenario of teaching learning activities related reading
material. The teacher gives the material depend on the syllabus or annual program designed by the teacher. Then, the teacher explains the schematic
structures of narrative texts and the things that can be found in narrative texts and asks the students about narrative text and their difficulties in
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Suharsimi Arikunto, et,al., Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2006, p.16.
understanding the texts. Next, the teacher introduces cooperative learning technique to be used by students in learning narrative text. The teacher divides
the students into seven groups which is consists of five members and then the teacher gives the narrative text. Each member has one part of text. After that,
the teacher instructs the students to read carefully then ask them to share and discuss about the text. Then, students who have the same text join into a
group. They discuss the part of text deeply. After that, they come back into each jigsaw group and each member explains what they have got. The teacher
asks them to present what they have got properly.
3. Observing
