CHAPTER III RESEARCH METHOD
C. Action Plan
2. Cycle II
Planning is the first steps in each activity. In cycle II, the researcher will focus on repairing the insufficientness in the cycle 1.
Here are the steps that the researcher will do in planning:
1) The researcher prepares the lesson plan based on the reflection of cycle I.
2) The researcher prepares the material, source, and type of learning.
3) The researcher prepares the instrument of observation.
4) The researcher determines the evaluation instrument of the test (pre-test and post-test).
b. Acting
The second step in the classroom action research is acting. It is the implementation of the planning. The general steps was done by the researcher as follows:
1) Pre Teaching Activities.
a) Praying and greeting the students.
b) Checking the attendant list.
c) Choosing the appropriatewith the material going to be taught.
2) While teaching process.
a) The researcher grouping the students by saying Mix for the first time and the students will walk around the classroom to find partner be a group.
b) The students had time to read and share their ideas to answer the question on the reading text.
c) The researcher grouping again the students by saying Mix to find more members into their group, than freeze them again in giving them time to read and share their ideas each other and answer the next question. It will be continue until the group has been formed be four or five group.
d) The students are given time again by the researcher to share again about what have they read and make conclusion, then collect their task and then telling what have the student read infront of the class.34
c. Observing.
In this step, the researcher will observe the process of teaching learning by using instrument of observation. The researcher conducted
34Kagan, S, Cooperative learning (San Juan Capistrano,CA: Resources for Teachers,Inc), P.12.
the activities in this step, such as: the student‘s activities, student‘s skillof the text, vocabulary, and their summary result.
d. Reflecting.
The researcher will correct and analyze the result of the action.
By reflecting, the researcher will know the insufficientness and strength of the action. In the step the researcher will compare the score
distribution of pre-test and post-test. The researcher reviews and reflects on the students‘ attitude whether it is positive or negative.
D. Data Collecting Technique
The researcher uses many techniques to collect the data in this research.
They are observation, test, and documentation. Every method is explained below:
1) Observation.
The objects of observation in this researchare the teacher as a using the Mix/Freeze/Pair strategy, and students‘ reading ability. These students and the teacher‘s activities are observe and noticeby the observer. These technique uses to collect the data about using Mix/Freeze/Pair and students‘ reading ability.
In the third phase, the observer observation the student‘s activity, their participations, class situation during teaching and learning process, and teacher (researcher) performance by using structure observation form and
make note the overall activities. Futhermore, the reasearcher will collect the data from the post test and the result of the student‘s activity.
a. Test
Test is an isntrument of procedure designed to elicit performance from leranears with the purpose of measuring their attainment of specified criteria.35
The researcher uses this technique to collect the data from the students.
The researcher will use pre-test and post-test form to see their ability before and after given treatment.
a. Pre-test.
Pre-test will be given in the first meeting before implementing the technique, in order to know the level and ability of students‘ reading before doing the action research.
b. Post-test.
Post-test will be given in the last meeting after implementing the technique, in order to know whether the technique gives good contribution to the students‘ reading ability among the eleventh graders at MAN 1 Lampung Timur. The improvement could be known if the score of post-test is higher than pre-test and the score could achieve the passing grade.
35H. Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy Second Edition , P. 401.
b. Documentation.
Documentation is needed to get the information from written source or documents such as book, magazines, regulation, notes or meeting and daily report. The researcher uses this technique to get data about students‘
reading ability score, history of the school, the sum of the teachers, official employed and students at MAN 1 Lampung Timur.
Here are the list of the documentation:
1) Documentation about historical background of MAN 1 Lampung Timur.
2) Documentation about facilities at MAN 1 Lampung Timur.
3) Documentation about location at MAN 1 Lampung Timur.
4) Documentation about condition of the teachers and official employees at MAN 1 Lampung Timur.
5) Documentation about students at MAN 1 Lampung Timur.
c. Field Note
Field note is observation instrument use in CAR to provide a record of what is going on during an observation which includes description of places, people, objects, acts, activities, events, purposes, time and feeling.36 In this research, the researcher uses field note record the student‘s activity during the learning process in narration form.
36 Donald Ary, et.all, Introduction to Research in Education Eight Edition, p. 526
E. Data Collecting Instrument
Instrument is a mechanism for measuring, which is will use to gather and record information for assessment, decision making, and ultimately understanding.37 In this research, the research instrument will be designed by the writer. There are 3 kinds of instrument they are observation, tast, and documentation. Farther more, the three kinds of instrument can be explained as a follow:
1. Observation.
a) The students learning activity.
b) The students participation in learning process.
c) The teacher performance in the classroom.
2. Test .
a) The students speakingskill in narrative text.
b) The students summary of narrative text.
3. Documentation.
a) The condition of teachers and official employee.
b) The condition of students.
c) Learning facilities.
d) Organization structure.
e) Location sketch at MAN 1 Lampung Timur.
37 David Colton & Robert W.Covert, Designing and Constructing Instrument for Social Research andEvaluation. (San Francisco: Jossey, Bass, 2007), p. 5
F. Data Analysis Technique
Data will be analyzed by taking the average score of the pre-test and post-test. Furthermore, the researcher will compare the score of pre-test and post-test after giving implemented treatment. Then the result will be matched by the minimum standard in this semester that is 75. If from cycle I there are some students who are not successful, so the researcher would like to conduct the next cycle, cycle II.
The data analysis technique in classroom action research could be done by the qualitative and quantitative analysis. The analysis of learning result is taken from the average score of pre-test and post-test in cycle I and cycle II.
Tabulating the result of the test, and finding the mean of pre-test and post test. The mean is calculated by applying the following formula:
̅
Notes: ̅ : Mean : Sum of
X : Raw score N : The total number of subject38
Furthermore, to know the result the writer will compare the average score between pre-test and post-test for each cycle, and then to know the percentage of
38 Donald Ary, et all, Intoduction to Research in Education Eight Edition, (Canada:
WadsworthCengange Learning, 2010), p. 108-109
increasing score in students learning activities, the writer will use the percentage formula as follow:
Notes:
P = Percentage
∑x = Total Score of the Students N = Total of Students.
G. Indicator of Success
The indicator of success takes from the process and the result of the action research. This research is called successful if 70 % of the students get passing grade of English subject that is 75 and 70 % of the students are active in learning activities.
%
100
N P X
CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION
A. RESULT OF THE RESEARCH
In this chapter the researcher would like to present the result of the research it involves the result of the research and interpretation which had been carried out by the researcher at MAN 1 Lampung Timur particularly at the eleventh grade students of MAN 1 Lampung Timur.
1. Description of Research Location
a. The Brief History of MAN 1 Lampung Timur
Starting from the idea of a community leader in Central Lampung Regency (CHOTMAN JAUHARI) to establish a high school characterized by Islam, the response from the Central Lampung Kandepag officials to the IPADU (Pendais) was finally issued and a decree from the Minister of Religion Number 17 of 1978 dated 30 November 1978 began - originally called Madrasah, Preparation of Metro State Islamic Religion Institute (SPIAIN).
In 1982, Hi. SANURI, BA, MAN Metro is able to buy a plot of land covering an area of 1000 m2 and build buildings on it.In 1992, during the leadership of MACHRUDI, MAN 1 Metro Lampung Tengah developed the Boarding School education pattern which was named Madrasah Aliyah Special Class (MAKK).
In 2005, during the leadership of Drs. H. MOH. LUTHFIE 'AZIZ HF, MAKK (Boarding School) MAN 1 Metro received a charter for the establishment of the Islamic Boarding School under the name Pondok Modern AL-KAHFI Banjarrejo.In 2014, with theDecree of the Minister of Religion No.
157 of 2014 there was a change in the name of the madrasa MAN 1 Metro to MAN 1 Lampung Timur.
b. Vision and Mission of MAN 1 Lampung Timur 1) Vision of School
Achievers in competing based on Faith andpiety. there are Indicator of vision such as:
a) Oriented forward by paying attention to the present potential.
b) In accordance with the norms and expectations of the community.
c) Want to achieve excellence.
d) Encourage the enthusiasm and commitment of all madrasa residents.
e) Encouraging better change.
f) Directing the madrasa (mission) strategic steps.
2) Mission of School
a) Implement the learning process and guidance effectively so that each student develops optimally, in accordance with their potential.
b) Fostering appreciation and practice of the teachings of Islam and good culture so that students embody the virtues of mercy.
c) Growing and encouraging excellence in the application of science, technology, and art.
d) Building a madrasa who excels in practicing worship, cultured hard work, democratic, critical, creative, mutual tolerance and professional.
e) Providing supporting facilities and infrastructure for the creation of students who excel in academic and non-academic achievements and the creation of a religious atmosphere.
c. Quantity Students of MAN 1 Lampung Timur
The quantities of sudents at MAN 1 Lampung Timur that can be identified as follows:
Table 5
Total of students at MAN 1 Lampung Timur In the Academic Year 2019/2020
316
298 263
Diagram 1
Class X Class XI Class XII
d. The Number of Teachers and Official Employees at MAN 1 Lampung Timur
Condition of the teacher and official at MAN 1 Lampung Timur, the numbers of teacher and official employers in MAN 1 Lampung Timur in the academic year of 2019/2020 are that can be identified as follows:
Table 6
The Number of Teachers and Employees Based on Their Educational Background
Table 7
Number of Teachers and Employees Based on Their Gender Identity
Sources : documentation in MAN 1 Lampung Timur in the academic year 2019/2020.
10
62 3 2
Diagram 2
S2 S1 D3 SMA/MA
36 41
Diagram 3
Male Female
2.The Description of The Research
This research used classroom action research. The purpose of this research to improve student‘s reading ability by using Mix/Freeze/Pair strategy among the eleventh graders of MAN 1 Lampung Timur. It
conducted two cycle, each sycle I and cycle two. Every cycle consists of 3 meeting. Its mean that action in cycle one was conducted about 3 meeting, and action in cycle two was conducted also 3 meeting. In each meeting these cycle took 2x40 minutes. There four steps in each cycle such as planning, action, observation, and reflection. Previously, the researcher done the pre test first.
a. Pre-test activity
The learning, the researcher conducted on Saturday, November 23rd, 2019. All the students had already prepared when the teaching time came. The researcher greeted the students. The researcher told the students that the researcher would conduct the research in their class in order to know their ability of reading ability before doing the action of the classroom action research. The pre-test was administrated to the students to be finished individually. The kind of the test was multiple- choice consisted of 20 items. Then, the students‘ pre-test result can be seen on the table below:
Table 8
The Data of Students‘ Pre-test score No Students’ Name Score Category
1 AEM 65 INCOMPLETE
2 AAA 70 INCOMPLETE
3 ADR 60 INCOMPLETE
4 AM 65 INCOMPLETE
5 APW 75 COMPLETE
6 CMS 70 INCOMPLETE
7 DAL 80 COMPLETE
8 DL 60 INCOMPLETE
9 DAP 60 INCOMPLETE
10 ER 55 INCOMPLETE
11 EY 55 INCOMPLETE
12 EIW 60 INCOMPLETE
13 FNS 50 INCOMPLETE
14 GS 70 INCOMPLETE
15 ITP 55 INCOMPLETE
16 K 60 INCOMPLETE
17 KR 60 INCOMPLETE
18 LRR 65 INCOMPLETE
19 L 80 COMPLETE
20 MMA 70 INCOMPLETE
21 MASS 75 COMPLETE
22 MR 60 INCOMPLETE
23 MAG 55 INCOMPLETE
24 NAN 65 INCOMPLETE
25 RF 75 COMPLETE
26 SSM 80 COMPLETE
TOTAL 1695
AVERAGE 66
Table 9
Frequency of students‘ score in Pre-test
No Grade Frequencies Percentage Explanation
1 >75 5 20% COMPLETE
2 < 75 21 80% INCOMPLETE
Total 26 100%
Source: The result score of reading pre-test at the tenth grade of MAN 1 Lampung Timur November23rd 2019.
Based on the data above, it could be inferred that 21 students (82%) were not successful and 5other students (17%) were successful.
The successful students were those who got the minimum mastery criteria at MAN 1 Lampung Timur at least 75. The successful students were fewer than those unsuccessful students. From the pre-test result, the researcher got the average of 65,15 so the result was unsatisfied.
Therefore, theresearcher used synonym and antonym context clue to improve the students‘ reading comprehension ability.
b. Cycle I 1) Planning
In this stage the researcher and the collaborator prepared several things related to teaching and learning process such as: preparing the lesson plan, preparing the material, making the items that will be examined as the pre test and post test 1 in the cycle 1.
2) Acting
a) The first meeting
The first meeting was conducted on Thursday, 28thNovember 2019 at 07.15 until 08.45 and followed by 26 students.Based on the result pretest score, the researcher has identified and found the problems after taking student‘s pretest score. The first meeting was treatment. Theresearcherasan English teacher in the classroom. The meeting was started by praying, greeting, checking student‘s attendance list and asking student‘s
condition. The researcher explained about analytical exposition text that identified about person, place and thing.
The researcher started to explains the procedures for learning using the Mix/Freeze/Pair strategy. First, when the researcher announces "Mix!‖ the students walk around the classroom. Second, the researcher calls "Freeze!" and students stop where they stand. Third, the researcher announces "Pair!" the students looking for friends to make a group, each group consists of 5-6 people. Now I want to ask you. What is the type of the text? Some students answered ―analytical exposition text‖, some students kept silent, and two students answered ―narrative text‖.
The researcher said ―Good! The type is analytical exposition text‖. Today we will discuss together about analytical exposition text. From the text there are 5 questions and students are asked to discuss with their groups to answer the questions.
The researcher also explained about how to analyze a text in order to understand what the core of the text was. Researchers tell students "today, we will learn more analytical exposition text".
The teacher asks students "do you know about analytical exposition text?" Can you give an example of analytical exposition text?‖. The researcher asks students to read the text that has been given, and explain what is explained in the text.
Then, the researcher gives examples of sentences in the first
paragraph that explain what the text is about. Next, the researcher gives a new text to students and asks students to read the text. The researcher gave a text about ―Integrated Pest Management‖ and asked the students to read it. The students had time to read and share their ideas to answer the question on the reading text.
Furthermore, researchers asked students to underline keywords in the text. After that, researchers ask students to take notes and conclusions about the keywords they underline.
When time is up, the researcher calls the name of one of the students instead of standing up. Researchers give the same question to all students who have names and they answer them.
At the end of the meeting, the teacher motivates students and stimulates students to conclude the material. Finally, the researcher closed the meeting.
b) The second meeting
The second meeting was conducted on Saturday, November 30st 2019 at 13.35 until 14.45. For 2x45 minutes after the students given the action. The researcher began the lesson by praying, greeting, checking attendance list and asking the students‘
condition. The activity continue by giving explanation more about analytical exposition text. The researcher give some example the text and then explain about how to now where is the point of the text. Next, the end this meeting the researcher gave post test cycle I with similar task on pre test before. Kinds of the test were multiple choices which consisted of 20 items. The result of the students‘ test in post test 1 was better than test in pre-test before.
Table 10
The Data of Students‘ Post-test 1 score No Students’ Name Score Category
1 AEM 65 INCOMPLETE
2 AAA 75 COMPLETE
3 ADR 70 INCOMPLETE
4 AM 65 INCOMPLETE
5 APW 75 INCOMPLETE
6 CMS 70 INCOMPLETE
7 DAL 85 COMPLETE
8 DL 80 COMPLETE
9 DAP 80 COMPLETE
10 ER 85 COMPLETE
11 EY 60 INCOMPLETE
12 EIW 70 INCOMPLETE
13 FNS 60 INCOMPLETE
14 GS 70 INCOMPLETE
15 ITP 60 INCOMPLETE
16 K 75 COMPLETE
17 KR 60 INCOMPLETE
18 LRR 80 COMPLETE
19 L 85 COMPLETE
20 MMA 80 COMPLETE
21 MASS 85 COMPLETE
22 MR 75 COMPLETE
23 MAG 60 INCOMPLETE
24 NAN 70 INCOMPLETE
25 RF 70 INCOMPLETE
26 SSM 80 COMPLETE
TOTAL 1890
AVERAGE 73
Table 11
The Frequency of Students‘ Score in Post-test 1
NO Grade Frequencies Percentage Explanation
1 >75 13 50,00 Complete
2 < 75 13 50,00 Incomplete
TOTAL 26 100%
Source: The result score of reading post test 1 at the eleventh grade of MAN 1 Lampung Timuron November 30st 2019.
Based on the result above, it could be seen that 13 students (50,00%) got score up to the standard and 13 students (50,00%) got score less than the standard. It was higher than the result of pre- test. The criterion of students who were successful in mastering the material should get minimum mastery criteria, at least 75. Learning process was said success when 75% students got score ≥75. The fact showed that the result was unsatisfying.
3) Observing
In observation of researcher action, the collaborator observed the students‘ activities. The re searcheras a teacher gave material about reading text especially analytical exposition text by using mix/freeze/pair strategy.
While the treatment was being executed, the student activities during the learning processwere also being observed by the observer.
The students who were active in discussion would get the point by ticking it on the observation sheet for meeting 1 and meeting 2. The indicators of the students‘ activities were:
a) Some students were not active in the learning process.
b) Some of the students still had difficulties in identify the meaning of sentences and information of the text.
The result of the students‘ learning activities could be seen as follow:
Table 12
The Students‘ Activities Observation in Cycle I
No Student‘s Name
The students pay attention of
teacher‘s explanation
The students ask &
answer quastion
The students are active in
class
The students are able to do the
task
1 AEM √
2 AAA √
3 ADR √
4 AM √
5 APW √
6 CMS √
7 DAL √
8 DL √
9 DAP √
10 ER √
11 EY √
12 EIW √
13 FNS √
14 GS √
15 ITP √
16 K √
17 KR √
18 LRR √
19 L √
20 MMA √
21 MASS √
22 MR √
23 MAG √
24 NAN √
25 RF √
26 SSM √