CHAPTER III RESEARCH METHOD RESEARCH METHOD
C. Design of research
The design in this research is a Classroom Action Research (CAR). The researcher conducted a classroom action research to know and learn the phenomenon which occurred in teaching learning process and purposely tried to offer the solving for the problem happened. Classroom Action Research is different from quantitative and qualitative research, but has characteristics of both.
An action research utilizes and appropiates intervention to collect and analyze data and implementations of address educational issues. According to Ur Classroom action research is carried out by teachers on phenomena in their own classrooms.25 It is meant primarily to improve the teacher-researcher‟s own teaching process and is done based on a cycle of investigation, action and re- investigation by two or more collaborating teachers. In addition McNiff state that the Classroom Action Research is a reflective study conducted by teachers to improve their teaching skills.26 It means that teachers can use Classroom Action Research to improve their teaching skills.
The researcher can conclude from the explanation above that classroom action research is a classroom action in a research that can be done by a teacher, researcher, and teacher with his or her colleague that involves a group of students to improve the teaching and learning process or to enhance the students' understanding of the lesson. The goal of classroom action research is to improve
25 Ur in Siti Khasinah (2013), Classroom action research, Jurnal Pionir (juli- Desember).p.107-108
26 McNiff in Nurina Permata Sari(2011), Improving Students’ Speaking Ability By Using Role Play. Department Of English Education Faculty of Tarbiya And Teachers‟ Training Syarif Hidyatullah State Islamic University Jakarta.
teacher‟s own teaching in his own classroom, department, or school. While there is no requirement that the findings be generalized to other situations the results can add to knowledge base. Classroom action research goes beyond personal reflection to use informal research practices such as a brief literature review, group comparisons, and data collection and analysis. Validity is achieved through the triangulation of data. The focus is on the practical significance of findings, rather than statistical or theoretical significance. Findings are usually disseminated through brief reports or presentations to local colleagues or administrators.
According to Kemmis and Mc Taggart in Burns action research consists of four major steps. They are planning, action, observation and reflection. Each cycle consists of those four steps. After one cycle, there would be a reflection of the action.27
27 Anne Burns. Doing Action Research in English Language Teaching. A Guide for
Practitioners, New York: Routledge (2010).p.9.
Figure 3.1 a. Pre-test
The pre-test was given to the students before the teacher teach using the strategy from the researcher. The aim was to know the students‟ reading skill before the treatment. In the pre- test of the cycle I and cycle II the teacher asked the students to read a text without using Preview, Ask question, Read, and Summarize (PARS) strategy.
b. Cycle I
The researcher used Preview, Ask question, Read, and Summarize (PARS) Strategy, which can improve the students‟
reading skill. The material of this teching learing activity is
analytical exposition text about . The procedure as below:
1) Planning
The researcher planned what action would be taken in using Preview, Ask Question, Read, and Summarize in teaching reading analytical exposition text at this stage. The planning activity was presented as follows:
1). Working with the teacher to select materials based on the syllabus 2).
Preparing material, creating a lesson plan, and designing the steps for carrying out the action. 3). Creating teaching aids based on the theme
"analytical exposition" (example: the design of PARS strategy, a sheet of paper) 4). Preparing students‟ and teacher‟s observation checklist of the cycle I (to know the teaching-learning process when the strategy is applied) 5). Preparing the cycle's pre-test and post-test I. 6). Creating a list of students' names and the cycle's scoring I. 7). Setting up the camera for documentation The preparation was created in order to understand the goal of the teaching-learning process. The materials provided are intended to help students improve their reading skills.
2) Acting
After the preparations were completed, the researcher began the teaching learning process. The teacher directs the learning process at this stage. In the acting stage, which is the stage of putting the preparation into action, the researcher presented the following: 1). Conducting a pre-test for
students 2). Presenting the material and explaining the analytical exposition text, as well as the generic structure of the analytical exposition text. 3).
Using an analytical exposition text as an example. 4). Explaining the materials and using the preview, ask questions, read, and summarize (PARS) strategy when reading analytical exposition text. 5). Using the preview, ask questions, read, and summarize (PARS) strategy in reading analytical exposition text as an example. Providing an example of the PARS strategy in the context of teaching reading analytical exposition text. 6).
Providing an opportunity for students to ask questions about any difficulties encountered while using the PARS strategy in the learning process. 7).
Instruct the students to use the PARS strategy in a workgroup discussion. 8).
Giving students the opportunity to present and discuss their knowledge in front of the class with their group. 9). Conducting a post-test. During this stage, the researcher and the students collaborate. The material was thoroughly absorbed by the students. Meanwhile, the teacher assisted and guided. 10). Conclude the material and giving feedback after the lesson.
3) Observing
1. Using an observation checklist, the researcher observes student and teacher activity.
4). Reflecting
A research finding analysis is reflected upon. At this point, the researcher reflected on, evaluated, and described the action's effects. This is to document what happens during observation. In strategic action, reflection
seeks to make sense of processes, problems, and real issues. Reflection is an evaluation aspect; it requires the researcher to weigh the experience, determine whether or not the technique can solve the problem, and improve students' reading skills. 1) The researcher assessed the activities that had been completed. 2) The classroom teacher and the researcher reflect on what they will do to fix the problems. 3) In cycle I, analyze the data from the observation checklist and the test scores of the students.
2. Cycle II
The second cycle is based on the results of the first cycle's reflection. If the results of the observation in cycle I show that the quality of the students is still low, another action is required to improve the quality for the next cycle. The subject is distinct from that of Cycle I. The steps are as follows:
a. Planning
In the planning phase of the second cycle, the researcher would do several activities that would be designed as below: 1).
The researcher identifies the problem and develops a solution to the problem. 2). Preparing material, creating a lesson plan, and designing the steps for carrying out the action. 3). Cycle II student preparation and teacher observation checklist (to know the situation of the teaching-learning process when the strategy is applied). 4). Preparing the cycle II pre-test and post-test. 5). Preparing the list of students'
names and cycle II scoring. The preparation was created in order to understand the goal of the teaching-learning process. Students are expected to improve their reading skills by using the strategies provided.
b. Acting
The acting in cycle II is very similar to the acting in cycle I. The teacher is still in charge of the learning process in this section. Cycle II acting activities include the following: 1). Conducting a pre-test with the students 2). Presenting the material and explaining the recount text, generic structure, and generic feature of the recount text. 3) Using an example of recount text, analyze the text's identification and description. 4) Providing more information about the materials and the use of the PARS strategy in reading recount text. 5) Using the preview, ask questions, read, and summarize (PARS) strategy in reading recount text as an example. Providing an example of the PARS strategy in the context of teaching reading recount text. 6) Allowing students to ask questions during the learning process by employing the Preview, Ask Question, Read, and Summarize (PARS) strategy. 7) Instruct the students to use the PARS strategy in a workgroup discussion. 8) Giving students the opportunity to present and discuss their knowledge in front of the class with their group. 9) Conducting a post-test During this stage, the researcher and the students collaborated. Students gain a thorough understanding of the material. In the meantime, the teacher
assisted, guided, and monitored the students. 10) After the lesson, wrap up the material and provide feedback.
c. Observing
1). Using an observational checklist, the researcher observes
student and teacher activity.
d. Reflecting
A research finding analysis is reflected upon. The researcher reflected on, evaluated, and described the effects of the action at this point. This is to document what happens during observation. In strategic action, reflection seeks to make sense of processes, problems, and real issues. Reflection is an evaluation aspect; it requires the researcher to weigh the experience, determine whether or not the strategy can solve the problem, and improve students' reading skills.
1) The researcher assessed the activities that had been completed. 2) The classroom teacher and the researcher reflect on what they will do to fix the problem. 3) In cycle II, analyze the data from the observational checklist and the test scores of the students. 1). The researcher assessed the activities that had been completed. 2). The classroom teacher and the researcher reflect on what they will do to fix the problem. 3). In cycle II, Analyze the data from the observational checklist and the test scores of the students.