CHAPTHER III G. Research Methods
A. Research Findings
1. Cycle 1 a. Planning
In this step, the researcher makes a plan to carry out actions based on the problems faced by students in the ability to read narrative texts. In this case, the researcher developed a lesson plan based on the teaching materials. In addition, the researcher also prepared post-test 1to determine the students' abilities and whether the students' scores had progressed or not from the tests in cycle 1 to cycle 2.
b. Acting
This cyclical action was carried out on 8, 9, 15, 22, 23 agustus – 6 september 2022. In this step the researcher acted as a teacher based on the lesson plans while the English teacher acted as an observer who observed the activities of
37
teachers and students during the teaching and learning process.
The full explanation of this cycle will be described as follows:
1) The first meeting
The first meeting began by explaining related to narrative texts and LRD strategy such as providing an explanation of the steps or procedures and examples of the LRD strategy itself. In this step too, the researcher builds good interaction and communication with students to make students feel enjoy the lesson and build their background abilities. In addition, the researcher also gave an example of how the implementation of the LRD strategy would be practiced at the next meeting. This is done by researchers as a first step before researchers apply LRD strategy in learning.
2) The second meeting
At the second meeting, the researcher began to apply the LRD strategy in teaching. At first the researcher asked the material that had been discussed at the previous meeting, this was done by the researcher to determine the students' ability to understand the material that had been taught. Then as emphasis, the researcher re- explained the narrative text material. After giving an explanation, the researcher distributed the text related to the narrative text to all students and directed the students to listen to the narrative text reading that the researcher would read and after the researcher finished reading the text, the researcher directed the students to read a text that had been distributed. students into 6 groups, each group consists of 5 people then the researcher directs students to discuss with the group to find the main ideas or important things contained in the text. After that, the researcher directed one representative from each group to read the results of the discussion.
When the teaching and learning process is taking place, the teacher makes observations to determine the students' abilities and difficulties in finding the main ideas and important things from a narrative text as well as observing the teachers and students during the learning process. In this case, the researcher acts as a teacher
38
during learning while the teacher acts as an observer. When the teaching and learning process has been completed, the researcher checks the observations made by the teacher.
Finally, at this meeting the researcher reminded the students to prepare for the exam at the next meeting based on the material that had been taught previously
3) Third meeting
At the last meeting of cycle one, the researcher conducted a test on students' reading ability by asking students to read the text one by one, then giving questions in the form of sheets that had been provided by the researcher. Before distributing the questions, the researcher gave directions to the students on how to answer the questions. At this stage, the researcher supervises the students' work.
c.Observe
At this stage, the English teacher at MA Asy-Syafiiyah Goak acts as an observer who observes activities in the classroom during the teaching and learning process. Observers use a pre-prepared observation checklist to observe teacher and student activities. Observers only need to give a value (√) based on real conditions in the classroom. The results of the observation checklist in cycle one will be explained as follows:
1) Observation Checklist a) Teacher Activities
Table 4.1
Teacher activities in cycle 1
No. ACTIVITIES OBSERVED Score
1 2 3 4
1. The teacher delivers the theme or title of thereadingtext.
√ 2. The teacher give a lecture or
audio recording about the text that
√
39 they will be read .
3. The teacher asks students to read the reading text.
√ 4. The teacher ask students to mark
the important things that are found in the reading.
√
5. The students are dividedinto groups of each group consisting of six or seven students
√
6. The asks studentsstudents to discuss the main points or ideas of the reading text.
√
7. The teacher asks for volunteers to present the result of their discussion aloud infront of the class.
√
8. The teacher asks other students about the right answer about the main ideas of each paragraph.
√
Total score 20
Maximum 32
Mean 62
Category Fair
The total score is obtained from each teacher activity such as convey the theme or title of the reading text, ask students to read the reading textetc. The average teacher activity is obtained from the formula below:
Mean = T Score
Max Score× 100
40
For the category obtained from the final value of the teacher's activities. There are four categories of teacher grades such as:
Table 4.2
The interpretation of teacher score Activity.
Score Category
> 80 Excellent
> 75 Good
> 60 Fair
< 55 Poor
Mean = T Score
Max Score× 100
= 20
32× 100
= 62
From the observations of teacher activities above, the results show that the average score of teachers is 62, which means that teachers teach fairly. However, there are several aspects that need to be improved such as the delivery of the learning themes to be discussed, ask students to mark important things found in the reading, discuss the main points or ideas from the reading text and so on.
b) Student Activities
Table 4.3
Student activity in cycle 1
No. ACTIVITIES OBSERVED Score
1 2 3 4
1. Students listen to presentations information conveyed by the teacher about the text.
√
2. Students listen lectures or audio recordings of reading texts.
√
41
3. Students read the reading text.
4. Students mark the important things found in the reading.
√ 5. Students look for group friends
that have been shared by the teacher.
√
6. Students discuss with their groups. √ 7. Volunteers from students present
the results of their discussions in front of the class.
√
8. Students answer questions about main idea of each paragraph with the correct answer.
√
Total score 15
Maximum 32
Average 47
Category Poor
The total score is taken from all student activities. The average student activity is obtained from the formula below:
Mean = S.Score
Max Score× 100
For categories obtained from the final value of student activities. There are four categories of student scores such as:
Table 4.4
The interpretation of student score Activity.
Score Category
> 80 Excellent
> 75 Good
> 60 Fair
< 55 Poor
42
Mean = T Score
Max Score× 100
= 15
32× 100
= 47
From the observation of student activities above, the results obtained that the average value of student scores is which means that student participation is included in the poor category. The acceptance of learning by students is still not maximized so that there are several aspects that need to be improved by students such as listening to the teacher's explanation, marking important things contained in the reading text, student activity in the learning process and so on.47
c) Students’ scores (1) Pre-cycle (2) Table4.5
(3) Students’ score in pre-cycle reading skill
No al Name Aspect Total
score
Conve rsion
A V M R I S
1 MDT
R
2 1 2 1 1 1 8 33.33
2 MHM 1 1 1 2 1 2 8 33.33
3 MRAF 1 2 4 1 2 1 11 45.83
4 ML 1 1 1 2 3 1 9 37.5
5 MH 1 1 1 3 1 1 8 33.33
6 M 3 4 3 3 3 3 19 79.16
7 NPAA 1 1 1 1 3 2 9 37.5
8 NU 1 1 3 3 3 2 13 54.16
9 NA 1 1 2 1 1 1 7 29.16
10 NH 1 1 1 2 1 1 7 29.16
11 RP 1 1 1 1 2 2 8 33.33
12 RS 1 1 2 2 1 2 9 37.5
13 RM 2 3 4 3 4 3 19 79.16
14 RJ 1 2 2 1 2 3 11 45.83
43
15 RS 4 4 4 2 3 4 21 87.5
16 RAF 1 1 1 3 1 1 8 33.33
17 RH 2 4 3 1 2 1 13 54.16
18 RA 2 1 1 1 1 1 7 29.16
19 RA 1 1 1 2 1 1 7 29.16
20 SM 3 2 1 2 1 1 10 41.66
21 SDP 2 1 1 1 1 1 7 29.16
22 SM 2 4 2 3 3 4 18 75
23 SM 1 1 1 2 2 1 8 33.33
24 SR 1 1 1 2 1 1 7 29.16
25 S 4 3 2 3 1 2 15 62.5
26 SAP 1 2 3 1 4 4 15 62.5
27 UH 1 2 2 1 3 1 10 41.66
28 WH 4 4 3 4 3 3 21 87.5
29 W 3 1 1 2 1 2 10 41.66
30 WF 4 4 1 2 4 4 19 79.16
Total Score 342 1425
Means 1140 47.5
Note:
A: Automaticity and rapid word recognition V: Vocabulary Knowladge
M: Main ideas ability R: Recall of relevant details I: Infrence about text inormation S: Summarization abilities
The process of getting the mean conversion score:
x = ∑ x
N × 100 note:
x = Mean conversion score
∑ x= conversionTotal of Score N = Number of students
44 x = 1425
30 × 100 = 47
Based on the table, score conversion is a strategy for processing and converting raw test results into standard scores. The total conversion value is1425. Then the average conversion result is divided by the number of students, which is 30 so as to produce the average conversion value47. This means that the student's score has not reached the KKM average value, which is 75. And to achieve the average value of the KKM, the researcher must do the next cycle and test 2 to find out the student's score.
From the table above, there are 30 students who took the test. Based on the table, the score obtained is342collected from all student scores. Then the average value is taken from the results of the total student score divided by the number of students so as to produce an average1140. This means that students have to get more marks in every aspect to make the main exam scores increase.
The process of getting a conversion score is as follows:
X= 𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝑠𝑖𝑥 𝐶𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡× 100
= 18
24× 100 = 75
The process of obtaining grades is taken from the value of each student in each aspect of the reading assessment. For example, RS got 2 on the aspect of automation and fast word recognition, got 4 on the vocabulary knowledge aspect, got 2 on the aspect of main idea ability, got 4 on the aspect of remembering relevant details, got 3 on the aspect of inference about text information, got 3 on the aspect of summarizing ability, all scores are 2+4+2+4+3+3=18. So if the total student score is divided by the maximum score of the six components, which is 30 times 100, it produces a conversion score of 75.
45 2.) Test
Table4.6 Students’ score in test of cycle 1 No Initial
Name
Aspect Total
score
Conver sion
A V M R I S
1 MDTR 4 4 4 2 2 2 18 75
2 MHM 1 1 4 2 1 2 11 45.83
3 MRAF 4 4 4 2 2 2 20 83.33
4 ML 4 4 4 2 2 2 18 75
5 MH 4 4 4 1 1 2 16 66.66
6 M 4 4 4 2 4 1 19 79.16
7 NPAA 4 4 4 2 2 1 17 70.83
8 NU 2 4 4 2 3 2 17 70.83
9 NA 4 4 4 1 3 2 18 75
10 NH 4 4 4 2 2 2 18 75
11 RR 4 4 4 0 2 2 16 66.66
12 RS 4 4 4 2 3 1 18 75
13 RM 4 4 4 1 2 3 18 75
14 RJ 2 4 1 1 1 2 11 45.83
15 RS 2 4 1 1 1 1 10 41.66
16 RAF 4 4 4 2 1 2 17 70.83
17 RH 1 1 1 1 1 1 6 25
18 RA 3 4 4 2 2 2 17 70.83
19 RA 1 1 4 1 1 2 10 41.66
20 SM 2 1 3 1 1 2 10 41.66
21 SDP 4 4 4 1 3 1 17 70.83
22 SM 2 4 4 2 1 1 14 58.33
23 SM 1 1 4 2 1 2 11 46.83
24 SR 3 4 2 4 1 2 16 66.66
25 S 4 4 4 2 1 2 17 70.83
26 SAP 4 4 4 3 3 3 21 87.5
27 UH 2 2 3 2 1 2 12 50
28 WH 1 2 2 0 1 2 8 33.33
29 W 1 1 1 1 1 2 7 29.16
46
30 WF 4 2 4 2 3 2 17 70.83
Total Score 445 1854
Means 1.483 61
Note:
A : Automaticity and rapid word recognition V: Vocabulary Knowladge
M: Main ideas ability R: Recall of relevant details I: Infrence about text inormation S: Summarization abilities
The process of getting the mean conversion score:
x = ∑ x
N × 100 note:
x = Mean conversion score
∑ x= 𝐶𝑜𝑛𝑣𝑒𝑟𝑠𝑖𝑜𝑛 𝑇otal of Score N = Number of Students’
x = 1854
30 × 100 = 61
Based on the table, score conversion is a strategy for processing and converting raw test results into standard scores. The total conversion value is1854. Then the average conversion result is divided by the number of students, which is 30 so as to produce the average conversion value61. This means that the student's score has not reached the KKM average value, which is 75. And to achieve the average value of the KKM, the researcher must do the next cycle and test 2 to find out the student's score.
From the table above, there are 30 students who took the test. Based on the table, the score obtained is445 collected from all student scores. Then the average value is taken from the results of the total student score divided by the number of students so as to produce an average of 1,483. This means that students have to get more marks in every aspect to make the main exam scores increase.
d. Reflection
47
At this stage the researcher evaluates the results of the application LRD strategy in teaching and learning process.
Based on the observation checklist of student and teacher activities, there are still many weaknesses, including the teacher delivers the theme or title of reading text, the teacher asks students to read the reading text, the teacher ask students to mark the important things that are found in the reading , the asks students to discuss the main point or ideas of reading text and the teacher asks other students about the right answer about main ideas each paragraph. While students who are still not optimal in receiving learning, not listening to teacher explanations, not marking important things in the reading text so that student activity in class is still low. Therefore, from the reflection above there should be more efforts to improve students' reading skills through LRD strategy in cycle 2 such as providing interesting strategy in teaching and providing more motivation.
2. Cycle 2