CHAPTER III RESEARCH METHODOLOGY
E. Action Plan
a. Planning
Planning is the first step after analyzing the finding of the preliminary study such as identifying and diagnosing student‟s problem in writing that occurs in the classroom and concluding the finding in preliminary study. Then the researcher and the collaborator (teacher) prepares some plans to conduct the classroom, as follow:
1) Prepares lesson plan, step of action and material
2) Makes observation sheets and list of students name Making test used in pre-test and post-test
3) The researcher used the précis writing strategy to be applied in acting phase increase students writing ability.
4) The researcher prepares observation format and also evaluation format to evaluate the students activity during teaching and learning process.
b. Action
In this section, after the planning, doing action is the second step in activity. It is implementation in the planning about action in the
39 class. The researcher applies the planning of strategy and scenario
learning as follows:
1) Gives explanation about the material.
2) The teacher gives explanation of the procedures of précis writing strategy.
3) Then asks the students to complete the task.
4) Gives guidance and task to the students for nest meeting.
c. Observation
In this part the researcher observes the teaching and learning process is conducted. The researcher observes it by used observation sheet. When the researcher is conducted the teaching and learning process, the observation is conducted well. From the observation sheet the researcher collected the data from the post test.
d. Reflection
In this step, the researcher and collaborator discusses about the data collected from all observation sheet. In this step, the researcher and collaborator analyzes the teacher performance during teaching and learning process and students writing ability to find out whether the implementation of précis writing strategy runs successful or unsuccessful by identifying strength and weakness. If there still found the problems the researcher and collaborator will conduct the next cycle and used the collected data in cycle one as the reference by repairing all the problems or weaknesses in previous cycle.
39 2. Cycle 2
a. Re-planning
In this step, before conducting the action in the next step, the researcher repairs the problem found in cycle one. It could be explained as follow:
1) Studies the result of reflecting on cycle one to obtain the solving problem.
2) Prepares the lesson plan based on the problem before appears in the previous cycle including teaching procedure and relevant material to be applied in acting step.
3) The researcher rearranges observation format and also reformed the evaluation to increase the plan indicators that was not achieved yet in the previous cycle.
4) Prepares the material.
b. Action
In this section, after the planning, doing action is the second step in activity. It is implementation of the planning about action in the class. The researcher applies the planning of strategy and scenario learning as follows:
1) Gives explanation about the material.
2) The teacher gives explanation of the procedures of précis writing strategy.
3) Then asks the students to complete the task.
39 4) Gives guidance and task to the students for next meeting.
c. Observation
In this part the researcher will observe the teaching and learning process is conducted. The researcher observes it by using observation sheet. When the researcher conducts the teaching and learning process, the observation conducted well. From the observation sheet the researcher collected the data from the post test.
d. Reflection
In this step, the researcher and collaborator will discuss about the data collected from all observation sheet. In this step, the researcher and collaborator will analyze the teacher performance during teaching and learning process and students writing ability to find out whether the implementation of précis writing strategy runs successful or unsuccessful by identifying strength and weakness. If there still found the problems the Researcher and collaborator will conduct the next cycle and use the collected data in cycle one as the reference by repairing all the problems or weaknesses in previous cycle.
F. Data Collection Technique
For this research, there were three techniques which used by the researcher to collect the data such as observation, documentation, and test.
They can be explained as follows:
39 1. Test
The test that used in this research is written test. The test consists of two kinds of test, they are Pre-test and Post-test. The two tests are as follow:
a. Pre-test
After observing the subject‟s activities, the researcher gives pre test to know the capability of the students‟ writing ability before giving treatments. The pre-test will be done to find out how the students writing ability is.
b. Post-test
Second, post-test will be examined to the students after they are taught writing through précis writing as the treatment. To find out the improvement before and after giving treatment, it could be seen by comparing the result between pre-test and post-test.
2. Observation
In this research the researcher will use observation to see the condition in teaching-learning process. In this research the researcher will observe the students activities in teaching and learning process to know how the process of teaching and learning is held. In doing the observation the researcher makes the observation sheet that contains of list of students activities.
39 3. Documentation
Documentation is data collection method which is used for getting information from the written source or document, for instance books, magazines, notes, and other. The researcher uses documentation to obtain the data about the school profile such as history of the school, the number of teacher and staff officer and students at SMK Muhammadiyah Seputih Raman. Besides, the documentation is used to visualize the classroom activity in the form of photograph.
4. Field Note
Field Note can be used to notification how the students in a class during learning. Field notes refer to qualitative notes recorded by scientists or writers in the course of field research during or after are studying. The notes are intended to be read as evidence that gives meaning and aids in the understanding of the phenomenon.
G. Data Analysis Technique
Data analysis will be taken from the average score of the pre-test and post-test in cycle 1 and cycle 2. The formula to get the average as follow:34
X= Note
̅ = Average = Total of Score N = Total of Students
34 Timothy C. Urdan, Statistics In Plain English, 2nd Ed (Mahwah, N.J: Lawrence Erlbaum Associates, 2005).P.9
39 Furthermore, to know the result the researcher compares the average
scores between pre-test and post-test for each cycle. Then to know the percentage of increasing score in students learning activities, the researcher uses the percentage formula as follow:
%
100
N P X
Note:
P = Percentage
∑x = Total Score of the Students N = Total of Students.
H. Indicators of Success
This research indicator is the successful to show increasing students writing ability through précis writing strategy. The researcher compares between pre-test and post-test score. If 80% the students get minimum score of at least 70, it can be said that the learning activities are increasing. It means that the use of précis writing strategy can increase and the study is success and the next cycle is unnecessary.
CHAPTER IV
RESULT OF THE RESEARCH AND DISCUSSION
A. Result of the Research
1. Description of the Research Location
a. Brief History of SMK Muhammadiyah Seputih Raman
This research was conducted at SMK Muhammadiyah Seputih Raman. This vision and mission. Vision of this school is to become a vocational education institution that produces graduates who are pious, have an entrepreneurial spirit, and capable of carrying out preaching amar makruf nahi munkar. Then, the mission of this school such as:
First, equips students with standardized competencies according to their expertise program. Second, carry out training for competency- based life skills and entrepreneurship competencies. Third, equips students with entrepreneurial skills. Last, forming the attitudes and behaviors of students rooted in the teachings of Islamic religion. Next, the location of SMK Muhammadiyah Seputih Raman at Raden Intan street, Rukti Harjo, Seputih Raman, Central Lampung
b. Building Condition of SMK Muhammadiyah Seputih Raman SMK Muhammadiyah Seputih Raman has many buildings such as classroom, library, canteen, and many others. The explanation of these buildings as follows:
39 Table 4
The Condition of SMK Muhammadiyah Seputih Raman
No Names of Building Total
1 Headmaster Room 1
2 Teacher Room 2
3 Administration Room 1
4 Class Room 12
5 Library 1
6 Lab Computer 1
7 School Healthy Unit Room 1
18 Canteen 2
19 Kitchen 1
10 Teachers‟ Toilet 4
11 Students‟ Toilet 4
Source: documents of SMK Muhammadiyah Seputih Raman c. Total of the Teacher at SMK Muhammadiyah Seputih Raman
Total of the teacher and staff in SMK Muhammadiyah Seputih Raman can be identified as follow:
Table 5
The Data of Teachers in SMK Muhammadiyah Seputih Raman The Condition of the Teacher of SMK
Muhammadiyah Seputih Raman
Background Education Male Female Total
S 1 /Fakultas Tarbiyah 4 12 16
S 1 / Fakultas Syariah 2 1 3
S 1 / keperawatan - 1 1
S 1 / Teknik Mesin 3 - 3
S 1 / Manajemen Informatika - 2 2
S 1 / Pend. Jasmani 2 - 2
D 3/ Teknik Otomotif 2 - 2
D 2 / SLTA 4 1 5
Total 17 17 34
Source: documentation of SMK Muhammadiyah Seputih Raman
39 d. Total of the Students at SMK Muhammadiyah Seputih Raman
The quantity of the students SMK Muhammadiyah Seputih Raman can be identified as follow:
Table 6
The Students’ Quantity of SMK Muhammadiyah Seputih Raman
No Class Total
1 X 143
2 XI 147
3 XII 87
Total 377
Source: documentation of SMK Muhammadiyah Seputih Raman
39 e. The Organitation Structure Of SMK Muhammadiyah Seputih
Raman
Figure 2
The Organitation Structure of SMK Muhammadiyah Seputih Raman
Deputy Head of School
Suprayogi, A. Ma
Head of Religion Program
Siti Masrurah, S.Pd
Students
Serli Meitila. A.p, S.Pd Hesti Kurnia, S.Pd Counseling Guidence Class Proxy
Nurhayati, S.Kom Suyamti, S.Pd
Eko Suwanto, ST
Head of Computer Program Head of Fasion
Program Head of Otomotif
Program
Endah Rahayu, S.Pd Lailatul s. s, A. Ma
Rusmadi, S.Pd Khamim A, S.Pd
Vice of Humanity/humas Vice of
Student’s Vice of
Administrasi Vice of
Curriculum
Joko Sulistiyo, SE Dalimin, S.Pd
Headmaster Chief of Committe
39 2. Description of the Research Data
This research used classroom action research. The purpose of this research was to increase the writing ability and the students learning activity at the tenth grade of SMK Muhammadiyah Seputih Raman. The research was conducted in two cycles where the researcher did pre test before the treatment. The researcher used précis writing strategy to increase the students writing ability. The research result was gotten through test that conducted in the end of each cycles while the data of students‟ activity was gotten from the observation during the learning process.
Before the process of cycle one, the researcher conducted the pre test on, March, 8th 2021. The researcher gave a pre test for the students to see how far the students writing ability before the treatment was given. In the pre test activity, the researcher gave an essay test. The researcher asked them to create a summarizing narrative text based on the topic that was given by the teacher. Some students were enjoying the task and others looked so worry. The score of students writing ability in pre-test, as follow:
39 Table 7
The Students Score in Pre test
No Name Score Category
1 AS 49 Incompleted
2 AF 49 Incompleted
3 AL 70 Completed
4 AR 55 Incompleted
5 AP 72 Completed
6 DS 60 Incompleted
7 ES 51 Incompleted
8 EPDY 63 Incompleted
9 FT 64 Incompleted
10 FWP 57 Incompleted
11 HP 72 Completed
12 IAR 64 Incompleted
13 IYH 72 Completed
14 IR 60 Incompleted
15 JS 46 Incompleted
16 LA 74 Completed
17 MA 56 Incompleted
18 NU 70 Incompleted
19 OB 59 Incompleted
20 PAW 67 Incompleted
Total 1230
Average 61,741
Highest Score 74
Lowest Score 46
39 Table 8
The Frequency of the Students’ Score in Pre-Test
No
Students’
Score
Percentage Frequency Explanation
1 ≥70 25% 5 Completed
2 <70 75% 15 Incomplete
Total 100%
The result of pre test showed that there were 14 students incomplete to achieve the minimum mastery of criteria (MMC). There were only 5 students (25%) who gained score 70 or above, and 15 students (75%) who gained score under 70. The highest score in pre test was 76 and lowest score was 47.
Chart 1
Result of the Students at the Pre Test
0%
20%
40%
60%
80%
≥70 <70
Pre Test
Pre Test
39 Based on the table of pre test above, it could be inferred that
the students still low in writing ability. Furthermore, this condition was appropriate with the background problem in the chapter I that the students needed strategy to increase their writing ability.
a. Cycle I 1) Planning
In this step, the researcher and the collaborator/English teacher (Miss. Yulia Nur Istiqomah, S.Pd) prepared some plans to conduct the classroom, such as: the researcher prepared the lesson plan. Prepared material and strategy that used in teaching and learning process. The material include the procedure of précis writing strategy, narrative text, language feature, gave example and then the researcher explained how to summarize narrative text. The researcher made an observation sheet to evaluate the student‟s activity after teaching and learning process.
2) Acting
Acting was the second step in this research. The action in the cycle 1 consist of two meetings, firs meetings for the treatment, and second meeting for the post test 1, there were:
a) The first Meeting
In the first meeting was conducted on, March 10th 2021. In this meeting, at the beginning of teaching and learning process,
39 the action as follow: the researcher greeted the students by
saying salam, then the researcher asked their condition. Before giving the material, the researcher gave some question, example “what do you know about narrative text?” some students could answer the question. Therefore, the researcher explained what is narrative text. Most of students understand about the explanation from the teacher. Moreover, the teacher gave explanation of the procedures of précis writing strategy.
Next, the researcher gave a text to each student. The teacher and the students made a summarize together based on the narrative text that given by the teacher.
b) The second Meeting
The second meeting was conducted on, March 15th 2021, this meeting used as the post-test 1. The students had to create a summarizing narrative text based on the topic. The result of the students‟ score in post-test 1 could be seen on the table below:
Table 9
The Table of Students’ Score in Post Test 1
No Name Score Category
1 AS 48 Incompleted
2 AF 62 Incompleted
3 AL 60 Incompleted
4 AR 45 Incompleted
39
5 AP 74 Completed
6 DS 71 Completed
7 ES 61 Incompleted
8 EPDY 70 Completed
9 FT 71 Completed
10 FWP 52 Incompleted
11 HP 62 Incompleted
12 IAR 72 Completed
13 IYH 80 Completed
14 IR 67 Incompleted
15 JS 64 Incompleted
16 LA 77 Completed
17 MA 67 Incompleted
18 NU 73 Completed
19 OB 52 Incompleted
20 PAW 55 Incompleted
Total 1283
Average 64,15
Highest Score 80
Lowest Score 45
Table 10
The Frequency of the Students’ Score in Post Test 1
No Students’
Score Percentage Frequency Explanation
1 ≥70 40% 8 Complete
2 <70 60% 12 Incomplete
Total 100% 20
The result of the post test 1 showed that there were 12 students incomplete to achieve the minimum standard of mastery (MMC). There were 8 students (40%) who gained score 70 or
39 above, and 12 students (60%) who gained score under 70. The
highest score in post test 1 was 80 and the lowest score was 45.
Chart 2
Result of the Students at the Post test 1
Based on the result of post test 1, there were 8 students (40%) successful to complete the minimum criteria (70) and 12 students (60%) unsuccessful to complete it. The numbers of students who passed still far from the indicator of success where 80% of students should get score more than 70. Therefore, the researcher had to do cycle 2.
3) Observing
The observation was conducted when the learning process happened by using the observation sheet for students activities in class. The observation was done by the collaborator (English teacher) of tenth grade of SMK Muhammadiyah Seputih Raman.
40%
60%
0%
20%
40%
60%
80%
<70 ≥70
Percentage of Students
39 a) The Observation of Students’ Activities in Teaching and
Learning Process
Based on the observation sheet of students‟ activity, there were several students who did not pay attention in the teaching and learning process. Besides, some of them were passive in the discussion and just a view of students worked together.
Some of them made a note from the teacher explanation.
However, most of students were done the task. The data of the students‟ activity could be seen in the following table:
Table 11
The Result of the Students Activity in the Teaching and Learning Process in Cycle I
No Students Activity
Cycle 1
Average
Increasing 1st
meeting
2nd meeting
1st - 2nd meeting 1
Giving attention to the teacher explanation
7 10
43% 15%
35% 50%
2
Giving respond to the teacher‟s explanation.
10 13
58% 15%
50% 65%
3
Following the teacher instruction
12 20
80% 40%
60% 100%
4
Making note from the material
10 16
65% 30%
50% 80%
5 Doing the task
14 20
85% 30%
70% 100%
Average 53% 79% 66% 26%
39 Furthermore, to see the comparison of the students‟
activities in cycle I :
Chart 3
The Result of the Students Activity in the Teaching and Learning Process in Cycle I
Based on the table and the chart above, it revealed that 50% of the students paid attention, 65% of the students were giving respond, 100% of the students following teacher instruction, 80% of students made notes and 100% of students did the task. The average of the students‟ activity was 79%, it can be conclude that the students‟ activity were always increase by using précis writing strategy.
35%
50%
60%
50%
70%
50%
65%
100% 100%
0%
20%
40%
60%
80%
100%
120%
Pay Attantion Giving Respond
Following Instruction
Making Notes Doing Task
1st Meeting 2sd Meeting
39 4) Reflecting
In this step, the researcher concluded that cycle 1 did not run well because most of the students did not achieve the minimum mastery criteria (MMC). It could be seen from the result of pre test and post test 1 score. However, most of the students score had increased.
From the result of observation in cycle 1 there were some problems that found, such as: most of the students got difficulties to write summarizing narrative text, and express their ideas. Cycle 1 was only 17 students or 54,8% who completed in post test 1. It can be concluded that cycle 1 was not successful yet because the indicator of success was not achieved, and the researcher had to revise the teaching and learning process in nest cycle. Therefore, this research would be continued in the next cycle.
b. Cycle II 1) Planning
In the planning of cycle 2, the researcher and collaborator discussed about some problems that found in cycle 1. Therefore, in this step the researcher would to prepare the lesson plan, material and the strategy that would be used in teaching and learning process. The material include that the procedure of précis writing strategy, language features and gave the students direction from the same mistake in cycle 1.
39 2) Acting
a) The first meeting
The first meeting was conducted on, March 22st 2021. At the beginning of the class, the researcher greeted the students.
The learning process in the cycle 2 was focused on the weakness of cycle 1. The researcher found the students the students problems were in content, organization, language use, and also mechanic. The researcher explained more about it.
Then the researcher gave an example of narrative text that would be summarizing by the students and the teacher together.
b) The second meeting
The second meeting was conducted on, March 24th 2021.
The researcher began the class by greeted the students. After that the researcher asked about their condition and checked the attendance list. Next, the teaching and learning process was for Post Test II. The result of the students‟ writing score could be seen in the following table:
39 Table 12
The Result of the Students’ Writing Score in Post Test II
No Name Score Category
1 AS 60 Incompleted
2 AF 64 Incompleted
3 AL 75 Completed
4 AR 70 Completed
5 AP 76 Completed
6 DS 75 Completed
7 ES 62 Incompleted
8 EPDY 79 Completed
9 FT 71 Completed
10 FWP 70 Completed
11 HP 80 Completed
12 IAR 73 Completed
13 IYH 82 Completed
14 IR 74 Completed
15 JS 64 Incompleted
16 LA 80 Completed
17 MA 70 Completed
18 NU 78 Completed
19 OB 70 Completed
20 PAW 78 Completed
Total 1451
Average 72,55
Highest Score 82
Lowest Score 60