CHAPTER III RESEARCH METHOD RESEARCH METHOD
A. Research Findings
1. Cycle 1 a. Planning
The researcher prepare several instruments, they are as follows : 1). Lesson Plan
In this study, the lesson plan was used to manage the teaching and learning activities. It was used as a guide by the researcher to manage time and activities in the classroom during the teaching and learning process.
2). Observation Checklist
An observation checklist was created in order to learn about the activities of students and teachers during the teaching and learning process.
3). Material
The material of recount text concists of the meaning, purpose, generic structure, example and language feature.
4). Teaching aids
The researcher prepared some instrument. They are board- marker and handout for the students (design of PARS for group discussion). The researcher also provided the material and tools to succed the action.
5). Pre-test and Post-test
The researcher used pre-test and post-test in her action. The pre-test was done before PARS strategy is applied to know the students‟ reading comprehension. Then the researcher used post- test. Post-test was done after PARS strategy is applied to see the result of the study before and after applied PARS strategy.
6). Acting
The action of the cycle I was done on April 9th, 11th, 13th and 16th, 2022.
The teacher is Mr. Muhammad Azhar as the observer who observes the activity during the teaching and learning process and the researcher act as the teacher based on the lesson plan. A complete explanation of this cycle will be described as follows :
a). First Meeting
The action of the cycle I was done On Saturday, April 9th 2022.
before started the lesson, the teacher informed the students that for a few days later the class would be observed by the researcher. The teacher started the lesson by greeted “Good morning, everyone” and asking about the students condition by “ How are you today?” the students answered, “I‟m fine to thank you, and you?” The teacher answered, “I‟m fine to thank you”. The teacher open the lesson, conveyed the purpose of coming to the class, and checked the students‟ attendance list. After checked the attendance list the teacher told the students that they would do a pre-test. The teacher gave the task consisting of multiple-choice 10 numbers for the students to recount text. the teacher gave 60 minutes to do a pre-test.
b). Second Meeting
After doing pre-test on saturday. next On Monday, April 11th 2022 the teacher entered the class and greeted as “Good morning everyone”, then the students answer “Good morning Mrs.” . The teacher asked about the students condition, “How are you today?”, then the students answer, “I‟m fine, thankyou. How about you?” , the teacher said “I‟m fine to thankyou”. The teacher checked the students‟ attendance list. Then, the teacher starts the lesson and gave explanation about recount text. The teacher explain the generic
structure and social function of the text. students listen to the teacher's explanation about what is the recount text, its purpose and structure.The teacher made a good interaction between teacher and students. After gave the explanation, the teacher closed the lesson of the day.
c). Third Meeting
On wednesday 13th April, 2022 the teacher entered the class and greeted as “Good morning everyone”, then the students answer “Good morning Mrs.” . The teacher asked about the students condition, “How are you today?”, then the students answer, “I‟m fine, thankyou. How about you?” , the teacher said “I‟m fine to thankyou”. Then, the teacher checked the students‟ attendance list. After that the teacher reviewed the material of last week. Then, the teacher divides the students into 3 groups and each group consists of 6 students. After that, the teacher gave handout about recount text to the each group.
The teacher asked the students to do the PARS strategy that wrote on the handout. The students work seriously in a group discussion. The students wrote their answer of group discussion on a piece of papers.
The teacher asked the students to do PARS strstegy. The teacher monitored the students‟ activities and guided step by step of PARS strategy. First, the students are marked the difficult word of the text thst given, by underlined it. After that, the students made question
about the text, they made question to know the information of the text.
After made question, the students read the text and find the answer of the question that they have been made. After that, the last step of PARS strategy is the students made summary of the text use their own word. After that one of the group member came to the front of class and presented their group discussion result. And the teacher collected the students‟ worksheet. Then, the teacher informed that the next meeting the students would do a post-test, the aim was to measure the level of students' reading comprehension before and after being given treatment. After that, the teacher closed the lesson of the day.
d). Fourth Meeting
On Saturday 16th April, 2022 the teacher entered the class and greeted as “Good morning everyone”, then the students answer “Good morning Mrs.” . The teacher asked about the students condition, “How are you today?”, then the students answer, “I‟m fine, thankyou. How about you?” , the teacher said “I‟m fine to thankyou”. Then, the teacher checked the students‟ attendance list. After that, the teacher conducted a test on students‟ reading skills by asking them to answer 10 numbers multiple-choice questions using the PARS strstegy.
Before dividing the text questions, the teacher gave directions to the students on how to answer the questions. At this stage, the teacher supervises the students work.
7). Observe
At this stage, the English teacher at SMA Al-Ashriyah acts as an observer who observes activities in the classroom during the teaching and learning process.
Observers use the observation checklist that has been prepared to observe the activities of researchers and students. Observers only need to give a value (√) based on real conditions in the classroom. The results of the observation checklist in cycle l will be explained as follows :
a). Observation checklist (1). Teacher activities
Table 4.1 Teacher’s Observation Checklist Cycle 1
No. The Teacher Activity Yes No Description 1. Preparing the material well Teacher prepared the
lesson plan and the material well.
2. Greeting the students‟
before the lesson begin
The teacher greet the students‟ and the students‟ answered the greeting.
3. The teacher checking students attendant
The teacher called the students one by one 4. The teacher explains the
concept and steps of Preview, Ask question,
The teacher explained
the concept and steps of PARS strategy well.
Read and Summarize Strategy.
5. The teacher asked the students to find the difficult vocabularies.
The teacher helped the
students to find the difficult vocabularies.
6. The teacher asked the students to underline the key word in the text.
The teacher helped the students to underline the key word in the text.
7. The teacher asked students to make questions about the text they have read.
The teacher helped the students to make questions about the text.
8. The teacher asked students‟ to read the text again carefully.
The teacher guided the
students to read the text carefully.
9. The teacher ask students‟
to summarize the text they have read using their own words.
The teacher helped the
students to summarize the text they have read using their own words.
10. The teacher gives evaluation and check the students comprehension.
The teacher gave
feedback to the result of the learning.
11. The teacher Giving opportunity the students to asking the question.
The teacher gave time to the students to ask anything question about the lesson
12. The teacher gives a motivation and close the teaching and learning process.
The teacher gave
motivation and closed the teaching and learning process.
From the observation of the teacher's activities above, the enthusiasm of the teacher during the teaching process is quite good. Conditions and situations in the classroom are monitored to be conducive. but some aspects need to be improved, such as question and answer activities with students, asking students to mark important things in the recount text.
b). Student‟s observation checklist
Table 4.2 Students’ Observation Checklist Cycle 1
No.
The Students’ Activity Yes No Description 1. The students response the
teachers‟ greeting.
The students answered
the teachers‟ greeting well.
2. The students‟ pay attention to teacher explanation
All of the students
paying attention to
about preview, ask question, read and summarize strategy.
teacher explanation about PARS strategy
3. The students being active in following the learning process.
They felt enjoy when
they did the learning proces
4. The students follow the teacher instruction to read the text and pay attention.
All of the students read the text based on the teacher instruction.
5. The students dare to ask about material that they have not understood.
The teacher gave time to the students to ask anything question about the lesson.
6. The students follow the teachers‟ instruction to underline the difficulties vocabularies.
The teacher helped the students to underline the the difficulties vocabularies.
7. The students try to make questions about the text based on teacher
instruction.
The teacher helped the students to make questions about the text.
8. The students try to read the text again carefully
The teacher guided the
students to read the text
based on teacher instruction.
carefully.
9. The students give their opinion or answer when teacher invites to discuss together about the answer.
Some of the students
gave their opinions and answers based on their own words.
10. The students listen to the teachers‟ motivation and respond the closing
greeting.
All of the students
answered the teacher greeting.
from the observation of student activities above, student participation is included in the fairly good category. the student learning process is still not maximized so that several aspects need to be improved by students such as listening to the teacher's explanation, students can follow the teaching and learning process in an orderly manner and so on.
1). The students‟ score of pre-test Cycle I
The teacher collected data from the cycle I test and analyzed the data from the pre-test and post-test using rubric reading in a lesson plan. When students achieve standard competence, it indicates that the students are succed.
The researcher analyzed the data of pre-test. The calculation and result of test is presented below:
Table 4.3 The Students’ Score of Pre-Tes
No. Students’ Initial Pre-test X1
1. AA 50
2. AW 70
3. BRHU 80
4. FM 60
5. HL 60
6. I 50
7. KA 40
8. KH 60
9. LA 60
10. MAU 80
11. NA 50
12. NA 50
13. QK 60
14. R 60
15. SF 70
16. S 40
17. S 60
18. UH 60
19. UW 70
Total 1.130
Mean 59.47
Success rate 11%
2). Calculating of Mean
From the table, the researcher calculated the mean of pre-test.
a). The mean of pre-test Pre − test = ∑ X
𝑁
= 1.130 19
= 59.47
b). Success rate of pre-test
% =
𝑆𝑢𝑐𝑐𝑒𝑠𝑠 𝑟𝑎𝑡𝑒𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜ƒ 𝑡ℎ𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
× 100
% =
219
× 100
= 11 %
From the result above, indicate that the average of the pre-test cycle 1 is 659.47. The table above also shows that there are 2 students who reach the KKM standard with a score of more than 75. The success rate is only 11% who complete the pre-test cycle 1.
3). The students‟ score of post-test Cycle I
The researcher analyzed the data of post-test. The calculation and result of test is presented below:
Table 4.4 The Students’ Score of Post-Test Cycle I
No. Students’ Initial Post-test cycle I Y1
1. AA 60
2. AW 80
3. BRHU 90
4. FM 80
5. HL 70
6. I 60
7. KA 50
8. KH 70
9. LA 70
10. MAU 90
11. NA 60
12. NA 70
13. QK 70
14. R 70
15. SF 80
16. S 50
17. S 70
18. UH 80
19. UW 80
Total 1.350
Mean 71.05
Success rate 37%
a). The mean of post-test Post − test Y1 = ∑ X 𝑁
= 1.350 19
= 71.05
b). Success rate of post-test
% =
𝑆𝑢𝑐𝑐𝑒𝑠𝑠 𝑟𝑎𝑡𝑒𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜ƒ 𝑡ℎ𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
× 100
% =
719
× 100
= 37 %
From the results above, it shows that the average post-test cycle 1 is 71.05.
The table above also shows that there are 7 students who achieved the KKM standard with a score of more than 75. The success rate reached 37% who completed the pre-test cycle 1. while the average in the pre-test cycle 1 was 59.47 and the success rate was only 11 %. it means that there is a significant increase between the pre-test and post-test cycle 1.
8). Reflecting
Based on the result of the cycle I, there was some reflecting that should be given attention to maximizing the students‟ reading skills.The researcher found some weakness that happend during the teaching and learning process. The weakness is less of a quarter of the second grade students did not have much of vocabulary. The students still have lack of vocabulary, the students also have difficulties in translating the words that they have been read. Then the researcher decided to do cycle II.