CHAPTER III RESEARCH METHODOLOGY
D. Action Research Procedure
Classroom Action Research Procedures (CAR) utilized in this research was designed by Kemmis and McTaggart as cited in Burns, it was composed of two cycles, and each cycle contains the components of classroom action research: plan, act, observe, and reflect. After finished new problems maybe have been discovered in the first cycle. Consequently, as new problems appear in the first cycle, it is important to enter cycle 2. The concept of the second cycle is the same as in the first cycle.
Figure 3.1 Kemmis and Mc Taggart Classroom Action Research Design
According to the action research design of Kemmis and McTaggart mentioned above, the researcher adjusted cycle 1 to cycle 2 study concept designed by Kemmis as follows:
1. Planning
Planning means make a plan for the action that will be conducted in order to improve learning practice, in detail and clear manner.42 There are several activities which is prepared before the action of this research is given to the research subject. The researcher develops scenarios for the learning process, then sets the criteria for success. While the setting technique refers to student problems which for students when they start writing they have difficulty in coming up with ideas. So, the researcher gave interesting ideas to students such as writing a diary so that this writing problem could be solved. Then the researcher developed a lesson plan (RPP).The RPP design based on the standard and basic competence of curriculum 2013 about recount text. The lesson plan is using eight grade‟s lesson plans, the researcher describes the planned assignments for eighth grade students at MTs Baniy Kholiel Bangsalsari. RPP contains the following: details of learning objectives, learning materials and methods, presentation, and assessment process. By setting the criteria for success, the researcher determines the criteria of success for the action. This is useful for success of this research.
2. Acting
Action is performing of the planning. Generally, this action is in the form of learning using a certain method according to the planning,
42 Kemmis and McTaggart, The Action Research Planner, (Victoria: Deakin University. 2000), 10.
which according to the researcher‟ assumption has benefits. The researcher applied and implemented the lesson plans she had made. The steps are:
1) In the first meeting, the researcher asked the students to write about event or experience itself, at least consists 80 of words in 45 minutes.
Then, submit it to the researcher as a pre-test.
2) The researcher corrected it by giving feedback and some explanation or notes on the students‟ work.
3) In the second meeting explained the material which was about recount text. It is about the definition, the function, generic structure, and language feature according to the lesson plan.
4) The researcher gave the example of recount text especially diary wiring to the students.
5) The researcher explained the students‟ error which mostly students get the error on it.
6) The third meeting, the researcher give post-test. It write a diary writing to tell about her experiences last week.
3. Observing
Observation means efforts to obtain input or data concerning the results of the action taken.43 During the implementation of the plan the researcher took note of anything happened in the classroom. It was used to collect the data from classroom activity despite collecting the data only from the students. Collecting data in the classroom activity was important
43 Rima Rohmatul Bariroh, Improving Students‟ Recount Text Writing Achievement By Using Corrective Feedback At The Tenth Grade Of Ma Al-Qodiri Jember, (Thesis, UIN KHAS Jember, 2020), 45.
because it would consider the students who need more treatment by the researcher. The researcher also had to take a note the students‟ responses about the question and the activity of the students. The researcher also gave the writing test for the students. Then, taking the score and observed or identified it whether there is an improvement or not.
4. Data Collection and Research Instrument
Research instrument refers to any equipment used to collect the data.44 In this research, the instrument will use writing tests, observation, and interview. According to Ary et al that test is a set of stimuli presented to individual in order to elicit responses on the basis of which a numerical score can be assigned.45
a. Testing
The preliminary study was given to know the condition of the students before receiving the teaching material about writing recount text and diary writing, while the test after giving treatment was given to know whether there was an influence from getting the teaching material about writing recount text and diary writing itself.
In assessing the students‟ writing ability, the researcher used scoring rubric proposed by Jacobs et al as cited in Weigle,46 which focuses on five aspects of writing. They are the content, the
44 Suharsini Arikunto, Prosedur penelitian suatu pendekatan praktik (Jakarta: PT Rineka Cipta, 2010), 262.
45 Donalt Ary et al., Introduction research in education (New York: Printed United States of Amerika, 2006), 201.
46 Weigle, S.C., Assessing Writing (Cambridge: Cambridge University Pres, 2002), 116.
organization, the vocabulary, the language use, and the mechanics aspect
Table 3.1
Assessment Writing Scoring Rubric (adapted from Jacobs, 1981) Aspect Criteria Level Descriptions
1 2 3 4
Content
Excellent to Very Good
30-27 Relevant to the topic, give the detail information about the topic
Good to Average
26-22 Mostly relevant to the topic, lacks of the detail
Fair to Poor 21-17 Adequate development of topic, argument only sketchy
Very Poor 16-13 Inadequate development of idea, arguments are completely inadequate
Organization
Excellent to very Good
20-18 Orientation gives essential info (time, place, & participants), event mentioned, show part of reorientation but the reader still gets the idea of story
Good to Average
17-14 In the orientation section it provides some information but does not show one part of the orientation, for example: there is no description of the place so that the reader has not received complete information from the story, the events are only vague, ends the story with a short comment but the reader still gets the idea of the story
Fair to Poor 13-10 Orientation provides little information, lacks some necessary background, events are only sketchy, ends the story with a brief commentary, so the reader is a little confused to get story ideas.
Very Poor 9-7 Missing or weak orientation, directly explains the event without orientation, no background provided, no reorientation, end the story without any comments, signals or summary. So, the reader does not realize that the story finished.
Vocabulary
Excellent to Very Good
20-18 Vocabulary choice is appropriate, the paragraph shows that the usage of words such as noun, verb, conjunction and adjective is used appropriately.
Good to Average
17-14 There are 2-4 word was errors such as nouns, verbs, conjunctions and adjectives that are displayed in the paragraph but their meaning does not change.
Fair to Poor 13-10 There are 5-7 errors of words form such as noun, verb, conjunction and adjective show in the paragraph but it influences the meaning.
Very Poor 9-7 Essentially translation, little knowledge of English, not enough to evaluate.
Language use
Excellent to Very Good
25-22 All sentences are mostly correct use of past tense, it no serious errors in simple past tense.
Good to Average
21-18 Mostly complete sentences, but there are 3-5 errors in form of simple past tense
Fair to Poor 17-11 There are 6-8 errors in form of simple past tense, and it rarely influenced the meaning
Very Poor 10-5 There are 7-9 errors in form of past tense and the reader seriously distracted by grammar error
Mechanics
Excellent to Very Good
5 Few errors of capitalization and punctuation
Good to Average
4 There are 2-3 errors in using punctuation, capitalization but the paragraph is still easy to read
Fair to Poor 3 There are 4-6 errors in using punctuation, capitalization but the paragraph is still easy to read
Very Poor 2 There are 7-9 errors in using punctuation, capitalization but the paragraph is still easy to read
1 2 3 4
b. Observing
The observation table is carried out in the classroom learning activity. The researcher observed the classroom to gathered data.
Observation data can be recorded in the written type (observation sheet). It should include a significant file throughout the cycle, written immediately following every phase of the research. The details collected from this observation form will be utilized as the basic for evaluating the next stage of preparation.
c. Interviewing
Sudjana states that interview is the process of collecting data or information through face-to-face between the questioner and the answerer.47 Blaxter, Hughes, & Thight, (2001, hlm. 259) says the interview method involves asking questions or discussing matters with the people concerned with the research. This method can be a useful technique in collecting data that may not be accessible using observational techniques. In this research, the researcher interviewing students in the preliminary study to identify problems and sources of problems faced by students in learn to write so that the researcher decides the most appropriate way in solving it.
47 Nana Sudjana dan Ibrahim, Penelitian dan Penilaian Pendidikan, (Bandung: Sinar Baru Algensindo, 2007), hlm. 19
5.
ValidityGhauri and Gronhaug stated that validity explains how well the collected data covers the actual area of investigation.48 According to Field that validity basically means measure what is indeed to be measured.49 There were four types of validity namely, face validity, content validity, construct validity, and criterion validity.50 To know whether the data are valid or not, the researcher used content validity which has been validated by the English teacher as a validator. According to Sugiono that testing validity of the test shape instrument can be done by comparing the test with the lesson which was taught by the teacher in the class.51 Thus, the test was given based on the curriculum of the eighth grade of MTs Baniy Kholiel Bangsalsari in point 4.11.2. Compose a recount text, very short and simple, relate to personal experiences in the past, taking into account social functions, text structure, and linguistic elements, correctly and in context.
6. Reflecting
Reflection means analyzing and interpreting the results of Classroom Action Research have performed, might also perform subsequent action planning to improve its lack.52 Reflecting phase is the final stage of a cycle. The purpose of this step is to correlate the outcomes
48 Ghauri, P. & Granhaug, K., Research Method in Business Studies, (Harlow FT/Prentice Hall, 2005)
49 Field, A. P, Discovering Statistic Using SPSS, (Sage Public Ins. 2005)
50 Hamed Taherdoodt, Validity and Reliability of The Research Instrument; How to Test the
Validation of a questionnaire/Survey in a Research, International Journal of Academic Research in Management, 2016, Vol. 5, No. 3, hal.28.
51 Sugiono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D, (Bandung:
Afabeta. 2009), 353.
52 Kemmis and McTaggart, The Action Research Planner, (Victoria: Deakin University. 2000), 10
of the observation phase with the success criteria to reflect the data in the implementation of the action and determine whether the action is successful. If the result from cycle 1 is satisfying and meeting the success standard, then the next cycle was no longer needed. At the same time, if the outcome of the action does not meet the criterion for success, then it needed the next cycle.
7. Data Analysis Technique
Basically, the data used in this research were categorized into two types: quantitative and qualitative data. The quantitative data were analyzed based on the students‟ writing scores in the pre and post-test.
Meanwhile, the qualitative data were analyzed based on the data analysis proposed by Miles and Huberman in 1994: 536, a formula was used from Sudijono in 2006:
̅
̅ : Mean
: Individual Score : Amount of Students
Then, to find the percentage of the class that meets the minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 70.0, the researcher used the following formula (Sudijono, 2006):
p : The percentage of the class
F : Total number of students who passed the KKM
N : Amount of students
The last, the researcher obtaining the students„ average score for each cycle, the researcher analyzed whether the writing scores from the test scores improved in the first and second cycles. The formula used by the researcher:
P : students‟ improvement percentage y : Result of test cycle 1
y1 : Result of test cycle 2 Criterion of Success
The success standard were established to assignment if the action of the research was successful or not. According to this research, standard for success is determined as the students‟ writing score cab reach the minimum mastery criterion (KKM) of English is 70.0. And, if 75% of the students with individual writing score are 70.0 or higher, so they are considered successful.
38
CHAPTER IV
RESARCH FINDINGS AND DISCUSSION A. Description of Research Object
1. The History of the Establishment of the MTs Baniy Kholiel Institution.
MTs Baniy Kholiel is the first institution at the level of Junior High School which was established in Bangsalsari Village. MTs Baniy Kholiel was established on January 5th, 1981, on the initiative of K.H Hamied Kholiel WF (deceased), K.H Kholiq Kholiel (deceased), community leaders, ulama and alumni and administrators of the AIDA Islamic Boarding School in Kedungsuko - Bangsalsari. The fundraising system establishes regional group coordinators with a system of distributing financial aid proposals or materials, even according to Mr. Hamid Junaidi's confession there are approximately three people from the Begelen hamlet in Karangsono Village who helped in making bricks in their respective homes to be donated to the construction of MTs Baniy Kholiel.
After the gathering of funds and building materials in 1980, the laying of the first stone was started by K.H Hamied Kholiel WF as the caretaker of the AIDA Islamic Boarding School (Awwalu Ihya'i Daril Amanah). The construction was carried out with genuine community participation, both in terms of carpentry and funding, so that it took about six months to complete two fairly simple new classrooms. So that in 1981, on May 5, the management took the courage to accept new students. At
that time it was very surprising because the students obtained reached 60 students.
Since the establishment of the Madrasah Tsanawiyah Baniy Kholiel, it is easier for students and the community around Bangsalsari to continue their education from the previous level. In the 1983/1984 academic year, Madrasah Tsanawiyah Baniy Kholiel added a new class through pure community participation funds. In 1984/1985 new student admissions reached 70 new students, due to inadequate classrooms, forced 3 class groups to enter the morning to change the afternoon entry time, because at that time it was 6 groups, and at that time also MTs Filial joined together with MTs Baniy Kholiel. In 1988, after many Madrasah Tsanawiyah (MTs) and Junior High Schools (SMP) in the Kec. The nearby Bangsalsari, Madrasah Tsanawiyah Baniy Kholiel experienced a decline.
This continued to decline until 1997. Until the first study group reached 6 (six) groups to 3 (three) groups. In 1997 MTs Baniy Kholiel gradually recovered, until in 2000 each class had an average of 100 students.
Practically the students between the 2000s reached 300 students. However, in 2001 the number of students decreased due to the large number of madrasas and schools of the same level that competed unfairly in the selection of new students.
Since the establishment of Madrasah Tsanawiyah Baniy Kholiel Bangsalsari there have been several changes to the principal, as follows:
1. Drs Tukiman (1981 – 1985) 2. Misbahul Munir (1985 – 1988) 3. K. Kholiq Kholiel (1988 – 1984) 4. Drs Abdurrosyid (1984 – 1985) 5. Djalaluddin, A.Md (1985 – 2003)
6. Moh Hubbun Najib, S.H.I (2003 – 2014) 7. Moh. Hisbi Muttahid, S.Sos.I (2014 - Now)
2. The Vision and Mission of MTs Bany kholiel Bangsalsari a) Vision of Madrasah Tsanawiyah Bany kholiel Bangsalsari
Excellent in Science and Technology and has Akhlaqul Karimah.
b) Mission of Madrasah Tsanawiyah Bany kholiel Bangsalsari
1) Improving the quality of education in particular in Islamic boarding schools, in general in the community.
2) To produce quality graduates with good morals and intelligent thinking, wise in making decisions and acting for the truth.
3) Print graduates according to the needs of the religious community and the state towards human beings.
4) Creating creative, innovative and Islamic learning based on information technology (IT).
c) The Purpose of Madrasah Tsanawiyah Bany Kholiel Bangsalsari 1) Increase faith and piety to Allah SWT so that they actively carry
out worship and practice.
2) Students are expected to have an integrated knowledge of Science and Technology (IPTEK) and Faith Taqwa (IMTAQ).
3) Forming a noble personality and good character.
4) Creating a learning system that supports the realization of learning motivation, life skills in the field of foreign language skills and being able to master and use multi-media systems in computer devices.
5) Making MTs Baniy Kholiel an educational institution for the future of Islam and full of responsibility
3. The Organizational Structure of MTs Bany Kholiel Bangsalsari
In order for a series of activities in an institution to run properly and effectively, the organizational structure has a very important existence in carrying out school programs and the responsibilities given to each individual. The organizational structure chart for Madrasah Tsanawiyah Bany Kholiel Bangsalsari is in the appendix.
4. The Condition of the Students of MTs Bany kholiel Bangsalsari
The number of students at Madrasah Tsanawiyah Bany Kholiel Bangsalsari is always increasing because the facilities and infrastructure at Madrasah Tsanawiyah Bany Kholiel Bangsalsari are increasingly adequate and the population is increasing. The data of Madrasah Tsnawiyah Bany Kholiel Bangsalsari students will be explained in the following table:
Table 4.1
Student Data of Madrasah Tsnawiyah Bany Kholiel Bangsalsari In Academic Year 2021/2022
No. Class Total of Students
1 2 3
1. IX 34 students
2. VIII 25 students
3. VII 50 students
B. Research findings
The research was conducted at MTs Baniy Kholiel Bangsalsari in the Academic Year of 2021/2022 from January 25th until March 8th 2022. The researcher as a teacher and the real teacher as observer of the learning process.
The researcher implemented two cycle and each cycle was consist of planning, implementing of action, observing, and reflecting. The explanation could be seen from:
1. Cycle 1 a. Planning
The researcher makes a plan before implementation the action.
The plan is based on the problems that students face in writing, from interviews with an English teacher and students. Researchers plan several activities that can be implementation in the field. Researchers prepare lesson plans, learning materials, develop teaching procedures and prepare research instruments through student activities in class.
Research instruments in the form of observation sheets, interviews and tests. Researchers also prepared teaching materials for students‟
writing practice.
b. Implementation of the Acting
The implementation of learning process in cycle 1 was done three meetings started from Wednesday, January 26th to Wednesday, February 1st, 2022. For the cycle 1 was including learning material, and test. First the researcher and the observer entered to the English class. The class was started by praying together and the researcher introduce herself to the students. And then the researcher gave information to students about the activities to be implemented.
In the first meeting and the second meeting from cycle 1 was learning materials. It is was done on Wednesday and Thursday, January 26th and 27th 2022. In this meeting the teacher gave explanation about the material of recount text for understanding to students. The teacher explained in detail of recount text ranging from the meaning of recount text, the purpose of recount text, generic structure of recount text, characteristics of recount text and the examples of recount text. It based on lesson plan (RPP).
After explained the detail information about recount text, the teacher gave the students opportunity to asked questions according each students‟ understanding. And then the teacher explained again based the questions so that the students can understand the material deeply. Next, to find out the extent to which students‟ understanding of the recount text material, the teacher asked the students to rewrite the teacher explanation about 30 minutes and submitted. Last step in the