c. Observing
During the action research conducted in the first meeting, the researcher observed the students while teaching learning process.
Observing was done by monitoring the students' activities in the classroom. The collaborator and the researcher observed the students' process and used the observation checklist.
Based on the results of observation checklist by the collaborator, we concluded that the students often gave attention in the teacher's explanation. Some students tried to read the piece of narrative text in front of the class than inform to the writer. Although some students said that they were difficult on how to write the story.
They were still difficult on how to inform about the piece of story. For the last, they were still difficult on how to convey the piece of story to the writer and the how to arrage the piece of story into a good story.
d. Reflecting
Based on the previous observation in the first meeting, the collaborator and researcher discussed about the weaknesses of the implementation Running story. We concluded that the meeting one was not successful yet because it did not met the criteria of success of the study. It was proved by the students' problem. For instance, they forgot the kind of expressions could they give, they were still difficult on how to inform about the piece of story and they were still difficult on how to wrote the story that informed from the readers.
Although the students enjoyed and were interested in passive learning during the English in the classroom, some students passive were teaching and learning process of the application of the Running Story. The domination of some groups made the atmosphere of the strategy become imbalanced. Some groups were active and run the game well. It happened because they were read well and fast to inform the piece of story to the writer and confused to arrage the piece of story into a good paragraph.
The above findings showed that there must be another meeting in order to meet the criteria of success. The researcher and collaborator then discussed to make some revision for the procedures in Running Story and the other strategy that would be used in the next meeting. There are few changes for the meeting 1. It was noted from the reflection that the procedures, and grouping system had to be changed. The teacher made a list of students' previous difficulties.
They were confused what they should do, unbalancing groups, and the topic of narrative text. Based on the analysis of the teacher then divided the students into new groups.
The next change was the way to choose the grouping syste. The grouping system was choosen by teacher. Usually, if the group members were choosen by the students, some of them would choose the smart students among them. This was done in order to get the best performance from their group. On the other hand, if the grouping
system was done by the teacher, the teacher conducted it with any consideration to make the activity running well.
3. Cycle 2
In the second meeting, the researcher and collaborator tried to implement the Running Story in the teaching reading. This section delivered the changing of several parts. Those were procedures student's position and grouping system. The aim of this cycle was to make the Running Story running well and successfully It was increased planning or concept in the cycle one in order to find the students development in the reading skills of four steps, those were planning actions, observing and reflecting.
a. Planning
According to the problem in cycle one, some students were still difficult on how to read well and write in a good way. They were confused about how to combine the piece of story into a good paragraph. Next, they were confused on how to convey the characteristics of the story. They felt difficult to find the generic structure and the main idea of the paragraph. It means that they need other opinions in order the strategy easier to convey.
Furthermore, researchers and collaborators made new concepts, but not all of the way changed. The aim was to make students easier in playing Running Story strategy. In this cycle, the strategy will change the piece of story will add picture that related with the story. Students
are divided into groups, Each group consisted of 6 students as the readers and writers. The grouping system was done by the teacher.
The two groups that become the readers stand in front of the class.
The writer must hold the paper and pen that has been prepared by the teacher. Next, they done it as the concept before.
b. Implementing
In this second meeting, the researcher was told about a Running Story with Picture. It means that the review about the topic is related to the Runing Story. Furthermore, the researcher explained about little changed about the text it’s about the narrative text with picture in Running story. Next, the researchers asked students whether they understood or not about the explanation. Next, students were trying to play a Running Story based on the instruction from the researcher. At the end of the game, the researcher asked respond to students about Running Story in the second meeting. While during the process of learning, the observer was observing about the management of class and student's respond.
Picture 3.4. Implementing the Running Story with Picture strategy in cycle 2