Al-insyirah, 6)
G. Data Analysis Technique
2. Description of The Research Data
This research used Classroom Action Research (CAR). It was conducted three cycles: cycle I, cycle II and cycle III. Each cycle consists of two meetings and each meeting takes 2x45 minutes. Each cycle comprised of planning, action, observation and reflection in relation to manage the class the researcher made lesson plan. The action of this research used Free Voluntary Reading (FVR) strategy to improve the students’ reading comprehension ability.
a. Pre-Test Activity
The researcher conducted pre-test activity on Monday, August 12th, 2019 at 09.00 until 10.00 a.m. All 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 comprehension ability before doing the action of the Classroom Action Research (CAR). 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 is presented on the table below:
Table 4.2
The Frequency Distribution based on Reading Grade Interval Pre-Test
No. Grade Interval Frequency
1. 10 – 21 6 Students
2. 22 – 33 9 Students
3. 34 – 45 11 Students
4. 46 – 57 2 Students
5. 58 – 69 4 Students
6. 70 – 81 2 Students
7. 82 – 93 1 Students
Total 35 Students
Table 4.3
Frequency of students’ Grade in Pre-test
No. Grade Frequencies Percentage Explanation
1. ≥70 3 9% Complete
2. <70 32 91% Incomplete
Total 35 100 %
Source: The students’ grade of reading pre-test at the tenth graders of MA Baitussalam Miftahul Jannah Terbanggi Subing Central Lampung August 12th 2019.
Figure 4.1 The Percentage of the Students’ Completeness Grade on Pre-Test
Based on the data above, it could be inferred that 32 students (91%) were not successful and 3 other students (9%) were successful.
The successful students were those who got the passing grade at MA
9%
91%
0%
20%
40%
60%
80%
100%
Complete Incomplete
Pre-Test
Pre-Test
Baitussalam Miftahul Jannah Terbanggi Subing Central Lampung at least 70. The successful students were fewer than the unsuccessful students. Based the pre-test result, the researcher got the average of 39, so the result was unsatisfied. Therefore, the researcher used Free Voluntary Reading (FVR) strategy to improve the students’ reading comprehension ability.
b. Cycle I 1) Planning
In the planning stage, the researcher and the collaborator prepared several things related to the teaching and learning process such as: prepared the lesson plan, made the instrument that would be examined as post test in the cycle I, prepared the material, made the observation sheet of the students’ learning activity, identified the problem and found the causes of problem at the beginning and the end of learning activities. The researcher also planned to give evaluation to measure the students’ mastery on the given materials.
2) Acting
a) The first meeting
The first meeting was conducted on Tuesday, August 13th, 2019 at 12.20 until 13.40 p.m and followed by 35 students. The meeting was started by praying, greeting and checking the attendance list. In this stage, the condition
of the class was effective because the collaborator handed the researcher to make sure the students’ effectiveness before the researcher was doing research in the class. It showed that most of students gave their full nice attention to the researcher when the study time came.
For the beginning, the researcher asked the students,
“What is the types of the text?” Some students answered
“narrative text, descriptive text, report text, and announcement text. Some students kept silent. The researcher said “Good! Oke. Today, we will study about description text, and have you ever studied about descriptive text?” All of students answered “Yes, I have”.
The researcher started to introduce the descriptive text that was used in the learning process, then started to deliver the material. The researcher explained that the used media in the teaching learning. The generic structure included of identification-description. The purpose of the text is to describe and to reveal a particular person, place, or thing. Then, a student asked “Ms, what is the example?”
The researcher answered “For the example is your friend, his name is Risky, He is the sweet male in your class, he is very diligent.”
In implementing Free Voluntary Reading (FVR) in teaching reading comprehension ability in the process of action, the researcher applied the steps of Free Voluntary Reading (FVR). Firstly, the researcher provided some reading sources in the form of comic strips entitled “My Body, Mindfulness, Take a Course, and Desdemona” as a media. Secondly, the researcher divided the students into three groups that consist of 11-12 students of each. Thirdly, each group was given four comic strips entitled “My Body, Mindfulness, Take a Course, and Desdemona”, and then they had free choice to choose the comic strips. Fourthly, the researcher instructed the students to discuss with their groups. Fifth, the students discussed in their group. Sixth, one of the students who has the highest score in their group based on the pre-test shared the comic strip such as characters or events in the comic strips. Seventh, the researcher gave question about the story for reading comprehension ability. Eighth, the researcher gave reward and praise and to the students by giving some candies and chocolate, and the last researcher gave question to the important message taken from the comic strip.
In this stage, the students were actively following the teaching learning process, because they worked together in their groups. However, there were still troubles faced to the students. Such as about students’ low motivation in reading English text, students’ low concentration in reading process, students’ insufficient vocabulary mastery, students’
low reading comprehension ability, students difficulty in understanding the important message of the text, and students’ low reading habits.
b) The second meeting
The second meeting was conducted on Tuesday, August 20th 2019 at 12.20 until 13.40 p.m. for 2x45 minutes after the students were given the ice breaking. The researcher began the lesson by praying, greeting, checking attendance list and asking the students’ condition. The activity was continued by giving the explanation more about descriptive text.
In implementing Free Voluntary Reading (FVR) in teaching reading comprehension ability in the process of action, the researcher applied the steps of Free Voluntary Reading (FVR). Firstly, the researcher provided some reading sources in the form of comic strips entitled “Bank, The Abasid Dynasty, The king, and Supermarket” as a
media. Secondly, the researcher divided the students into three groups that consist of 11-12 students of each. Thirdly, each group was given four comic strips entitled “Bank, The Abasid Dynasty, The king, and Supermarket”, and then they had free choice to choose the comic strips. Fourthly, the researcher instructed the students to discuss with their groups. Fifth, the students discussed in their group. Sixth, one of the students who has the highest score in their group based on the pre-test shared the comic strip such as characters or events in the comic strips. Seventh, the researcher gave question about the story for reading comprehension ability. Eighth, the researcher gave reward and praise and to the students by giving some candies and chocolate, and the last researcher gave question to the important message taken from the comic strip.
c. Post-Test I Activity
Wednesday, August 21st 2019 at 09.00 until 10.00 a.m, the researcher gave post test of 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 I was better than test in pre-test before.
Table 4.4
The Frequency Distribution based on Reading Grade Interval Post- Test I
No. Grade Interval Frequency
1. 25 – 34 5 Students
2. 35 – 44 6 Students
3. 45 – 54 6 Students
4. 55 - 64 6 Students
5. 65 – 74 7 Students
6. 75 – 84 5 Students
Total 35 Students
Table 4.5
The Frequency of Students’ Grade in Post-Test I
No. Grade Frequencies Percentage Explanation
1. ≥ 70 7 20% Complete
2. < 70 28 80% Incomplete
Total 35 100 %
Source: The students’ grade of reading post-test 1 at the tenth graders of MA Baitussalam Miftahul Jannah Terbanggi Subing Central Lampung August 21th 2019.
Figure 4.2 The Percentage of the Students’ Completeness Grade on Post-test I
Based on the result above, it could be seen that 7 students (20%) got grade up to the passing grade and 28 students (80%) got grade less than the passing grade. It was higher than the result of pre- test. The criterion of students who were successful in mastering the material should get the passing grade, at least 70. Learning process
20%
80%
0%
20%
40%
60%
80%
100%
Complete Incomplete
Post-Test I
Post-Test I
was said success when 70% students got grade ≥70. The fact showed that the result was unsatisfied.
c) Observing
In observation of writer action, the collaborator observed the students’ activities. The reseacher as a teacher gave material about reading text especially descriptive text by using Free Voluntary Reading (FVR) strategy.
While the treatment was being executed, the students’
learning activities during the learning process were 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’
learning activities were:
(1) Paying attention to the teacher’s explanation.
(2) Asking or answering the teacher’s question.
(3) Being active in the class discussion.
(4) Doing the task given by the teacher.
The result of the students’ learning activities could be seen as follow:
Table 4.6
The Frequency Students’ Learning Activities in Cycle I No. Students Activities Frequency Percentage
1. Paying attention to the teacher’s explanation
20 57%
2. Asking or answering the teacher’s question
16 46%
3. Being active in the class discussion
14 40%
4. Doing the task given by teacher
15 43%
Total Students 35
Source: The students’ learning activities at the tenth grade of MA Baitussalam Miftahul Jannah on Agust 20th 2019.
Figure 4.3 The percentage of students’ learning activities in cycle I The table showed that not all the students were active in learning process. There were 20 students (57%) who gave attention to the teacher explanation, 16 students (46%) who ask/ answer question, 14 students (40%) who active in the class, and 15 students (43%) were able to do the task.
57%
46%
40% 43%
0%
10%
20%
30%
40%
50%
60%
Activity 1 Activity 2 Activity 3 Activity 4 The Students' Learning Activities
The students' learning activities
d) Reflecting
From the result observation in learning process in cycle I, it could be concluded that in the learning process has not been achieved the passing grade of the research yet. At the end of this cycle, the researcher analyzed and calculated all the processes such as students’ pre-test grade and the result of students’ post-test I grade. The comparison between pre-test and post-test I grade was as follows:
Table 4.7
The Comparison of Students’ Pre-Test and Post-Test I in Cycle I
No. Description Test
Pre-Test Post-Test I
1. Complete 3 7
2. Incomplete 32 28
Total 35 35
Then, the graph of comparison students reading comprehension ability pre-test and post-test I Grade in cycle I could be seen as follows:
Figure 4.4 The comparison of students’ completeness grade on pre-test and post-test I
3
32
7
28
0 5 10 15 20 25 30 35
Complete Incomplete
Pre-Test Post-Test I
The table and the graphic above, in pre-test it could be seen that total from 35 students, it could be concluded that 9% or 3 students were able to achieve the passing grade that is 70. Then the students who were not able to achieve the passing grade were 91%
or 32 students. In post-test I, it could be concluded that 20% or 7 students were able to achieve the passing grade. Then, the students who were not able to achieve the passing grade were 80% or 28 students. Average Grade of pre-test was 39 and average Grade of post-test I was 53. There was improvement between pre-test and post-test I but it did not fulfill the indicator of success. This research is categorized successful if it achieves the indicator of success that is 70% of the total students must pass the passing grade. It could be concluded that the result was unsuccessful because the indicator of success could not be achieved yet.
d. Cycle II
The action in the cycle I was not successful enough, the cycle must be continued to cycle II. Cycle II was used to repair the weakness in the cycle I. The steps of the cycle II as follows:
1) Planning
Based on the activities in the cycle I, the process at cycle II was focused on the problem on cycle I. There were some weaknesses on cycle I. Then, the researcher and collaborator planned to give the material for students in reading comprehension
ability of descriptive text with the strategy of Free Voluntary Reading (FVR).
The researcher and collaborator prepared the lesson plan, observation sheet of the students’ learning activities, identified the problem, and found the causes of problem at the first and the last of learning activities. The researcher also planned to give evaluation to measure the students’ mastery on the given materials.
2) Acting
a) The first meeting
The first meeting was conducted on Tuesday, August 27th 2019 at 12.20 until 13.40 p.m followed by 35 students. The researcher began the lesson by greeting, praying, checking attendance list and asking the students’ condition. The researcher continued the material in the first meeting cycle II, review material about descriptive text, the generic structure, and example.
In implementing Free Voluntary Reading (FVR) in teaching reading comprehension ability in the process of action, the researcher applied the steps of Free Voluntary Reading (FVR). Firstly, the researcher provided some reading sources in the form of comic strips entitled “Fluently Instruction, Elephant Island, My Cat, and My School” as a media. Secondly, the researcher divided the students into three
groups that consist of 11-12 students of each. Thirdly, each group was given four comic strips entitled “Fluently Instruction, Elephant Island, My Cat, and My School”, and then they had free choice to choose the comic strips. Fourthly, the researcher instructed the students to discuss with their groups. Fifth, the students discussed in their group. Sixth, one of the students who has the highest score in their group based on the post-test I shared the comic strip such as characters or events in the comic strips. Seventh, the researcher gave question about the story for reading comprehension ability.
Eighth, the researcher gave reward and praise and to the students by giving some candies and chocolate, and the last researcher gave question to the important message taken from the comic strip.
In this stage, the students were actively following the teaching learning process because they worked together in their groups. However, there were still troubles faced to the students such as about students’ low motivation in reading English text, students’ low concentration in reading process, students’
insufficient vocabulary mastery, students’ low reading comprehension ability, students difficult in understanding the important message of the text, and students’ low reading habits.
b) The second meeting
The second meeting was conducted on Tuesday, September 03th 2019 at 12.20 p.m until 13.40 for 2x45 minutes after the students given the ice breaking. The researcher began the lesson by praying, greeting, checking attendance list and asking the students’ condition. The activity was continued by giving some explanation more about descriptive text.
In implementing Free Voluntary Reading (FVR) in teaching reading comprehension ability in the process of action, the researcher applied the steps of Free Voluntary Reading (FVR). Firstly, the researcher provided some reading sources in the form of comic strips entitled “Borobudur Temple, My Best Friend the Cowboy, Happy Family, and Mother’s Profession” as a media. Secondly, the researcher divided the students into three groups that consist of 11-12 students of each. Thirdly, each group was given four comic strips entitled “Borobudur Temple, My Best Friend the Cowboy, Happy Family, and Mother’s Profession”, and then they had free choice to choose the comic strips. Fourthly, the researcher instructed the students to discuss with their groups.
Fifth, the students discussed in their group. Sixth, one of the students who has the highest score in their group based on the post-test I shared the comic strip such as characters or events in
the comic strips. Seventh, the researcher gave question about the story for reading comprehension ability. Eighth, the researcher gave reward and praise and to the students by giving some candies and chocolate, and the last researcher gave question to the important message taken from the comic strip.
e. Post-Test II Activity
Wednesday, September 04th 2019 at 09.00 until 10.00 a.m, the researcher gave post test of cycle II with similar task on post-test before. Kinds of the test were multiple choices which consisted of 20 items. The result of the students’ test in post test II was better than test in post test I before.
Table 4.8
The Frequency Distribution based on Reading Grade Interval Post- Test II
No. Grade Interval Frequency
1. 25 – 35 4 Students
2. 36 – 46 2 Students
3. 47 – 57 4 Students
4. 58 – 68 9 Students
5. 69 – 79 9 Students
6. 80 – 90 7 Students
Total 35 Students
Table 4.9
The Frequency of students’ Grade in Post-Test II
No. Grade Frequencies Percentage Explanation
1. ≥70 16 46 % Complete
2. < 70 19 54 % Incomplete
Total 30 100 %
Source: The students’ grade of reading Post-Test II at the tenth graders of MA Baitussalam Miftahul Jannah Terbanggi Subing Central Lampung on September 04th 2019.
Figure 4.5 The percentage of the students’ completness grade on post-test II
Based on the result above, it could be seen that 16 students (46%) got grade up to the passing grade and 19 students (54%) got grade less than the passing grade. It was higher than the result of post-test I. The criterion of students who were successful in mastering the material should get the passing grade, at least 70.
Learning process is categorized successful when 70% students got grade ≥70. The fact showed that the result was unsatisfied.
3) Observing
The observation in the cycle I was not successful enough, the obsevation must be continued to cycle II. The result score of students’ learning activities observation II, as follow:
46%
54%
40%
45%
50%
55%
Complete Incomplete
Post-Test II
Post- Test II
Table 4.10
Th Frequency Students’ Learning Activity in Cycle II No. Students Activities Frequency Percentage
1. Paying attention to the teacher’s
explanation 25 71%
2. Asking or answering the
teacher’s question 20 57%
3. Being active in the class
discussion 18 51%
4. Doing the task given by the
teacher 17 49%
Total Students 35
Source: The students’ learning activity at the tenth grade of MA Baitussalam Miftahul Jannah Central Lampung on September 03th 2019.
Then, the graph of percentage students’ learning activities in cycle II, as follow:
Figure 4.6 The percentage of students activities in cycle II
The table showed that not all the students’ active in learning process. There were 25 students (71%) who gave attention to the teacher explanation, 20 students (57%) who ask/ answer question,
71%
57%
51% 49%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Activity 1 Activity 2 Activity 3 Activity 4 The Students' Learning activities
The students' learning activities
18 students (51%) who active in the class, and 17 students (49%) were able to do the task.
4) Reflecting
From the result observation in learning process in cycle II, it could be concluded that in the learning process has not been achieved the passing grade of the research yet. At the end of this cycle, the researcher analyzed and calculated all processes such as students’ post-test I grade and the result of students’ post-test II grade. The comparison between post-test I grade and post-test II grade was as follows:
Table 4.11
The Comparison of Students’ Grade in Post-test I and Post-Test II
No. Description Test
Post-Test I Post-Test II
1. Complete 7 16
2. Incomplete 28 19
Total 35 35
Then, the graph of reading comparison of students descriptive text post-test I and post-test II grade in cycle II could be seen as follow:
Figure 4.7 The comparison of students’ completeness grade on post- test I and post-test II
7
28 16
19
0 5 10 15 20 25 30
Complete Incomplete
Post-Test I Post-Test II