In thisstudy, the researcher applied Classroom Action Research (CAR). It is conducted by teachers or lecturers who want to help their students master the materials. The main goals of Classroom Action Research are to
41J. Supranto, Tenik sampling untuk survey dan experiment, (Jakarta: PT. Rinekacipta 2000), p. 28.
42Antodajan, PengantarMetode Statistic II, (Jakarta: LP3ES, 1986), p.31.
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identify and solve the students' problems in the class. According to Gall classroom, action research is a form of applied research whose primary purpose is the improvement of an educational professional's practice.43In addition, Kemmis and Mc Taggart state that “action research is an action which is conducted to inquire self-reflective and improve his or her instruction by evaluating his or her practice”.44
In summary, action research is a study that needs practical concerns to solve the problems. It was simply self-reflection of the subject of the research toward the action given. Furthermore, according to Jean McNiff, action research involves learning through action and reflection, and it is conducted in a variety of contexts, including the social and caring sciences, education, organization and administration studies, and management. Because action research is always to do with learning, and learning is to do with education and growth, many people regard it as a form of educational research.45
However, action research is different from other research because, in action research, the researcher could get greater self-knowledge, fulfillment, and professional awareness among practitioners. In this research, the researcher does classroom action research to gain data. Action research can therefore be seen as an experiential learning approach to change. The goal is to continuously refine methods, data, and interpretation in the light of the understanding developed in the earlier cycles. It means processes formed from knowledge arise, to understand better than before.46
Select a focus is selecting what or who will be the subject of the study, those are the problems and the subject of the study. For example, the teacher conducts classroom action research about the methodology used in the teaching- learning process, so she/he might select the students as the focus of the study.
43M.D. Gall, Educational Research, (Sydney: Pearson education inc, 2003).
44Citra Agustya Wulandari, “Improving Students’ Reading Comprehension through the Scanning Technique”, Thesis, (Universitas Pendidikan Indonesia, 2014).
45McNiff J & Whitehead J, Action Research: Principle and Practice, (London:
RoutledgeFalmer, 2002).
46Zina O‘Leary, The Essential Guide To Doing research, (London: Sage Publications, 2004), p.140.
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Collecting data could be done before the researcher does an action. The data collection could be done through observation or recording. Analyzing and interpreting data means that before taking the action, the researcher takes a certain test to know the students' competence before they and the researcher do the action. Taking action means that the researcher implements the plan that she/he has made before. Students reflect means the reflection of the action toward the subject of the study that is students. How the action influences the students. Continue/modify, after taking the action and analyzing the result, then the researcher, if the researcher is not satisfied, will modify or revise the plan that will be used in the next cycle.
All the research designs have their purpose and advantage. The purpose of action research is to combine the research function with the teacher's growth in such qualities as objectivity, skill in research processes, habits of thinking, ability to work harmoniously with others, and professional spirit. It means that the researchers could use their thinking or their way of conducting the research. The researchers could express their minds through the research.
1) Cycle I
The researcher used extensive reading Strategy, which can improve the students‟ reading comprehension. The material of this teaching-learning activity is an analytical exposition text about it. In Burns, Kemmis and McTaggart stated that action research contains four major paces namely planning, action, observation, and reflection. Each cycle includes those four paces. After one cycle, there would be a reflection of the action.47
47Anna Burns., Action Research in English Language Teaching: A Guide for Practitioners,(New York: Routledge,2010) p.8.
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Cyclical Action Research Model based on Kemmis and McTaggart48
The mechanism of action research in the cycle I was shown as follows:
a) Planning, to enhance the students’ reading comprehension ability, the researcher combined with the English teachers. The action aims to improve the students’ reading comprehension skillsthroughthe extensive reading strategy. The action plan is the following:
(a) Implementing the extensive reading strategy in teaching reading.
(b) Discuss the material and technique.
(c) Evaluating the students’ reading comprehension.
b) Acting, the researcher implemented some action plans in the classroom in two cycles. Each cycle was done in three meetings. Besides implementing some action plans, the researcher and the collaborator observed and recorded the teaching and learning process, and they interviewed some students in grade VII after the actions have been done.
During the process of conducting the actions, the researcher and the collaborator observed everything happening in the classroom. The result of the discussion wasimportant data to serve as an evaluation for the implementation of the action plans to improve the next actions.
c) Observing, the aspects observed during the acting step are observation of the students' activity and observation of the teacher done by the collaborator. To support the observation, the researcher takes note of the activities.
d) Reflecting, after the action and observation steps, the researcher and the collaborator evaluated the problems during the actions and tried to find
48Ibid., p.9
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the solution. The researcher and the collaborator evaluated the process, problems, effects, and measures whether the action is successful or not.
In addition, each member of the research was invited to contribute their perceptions, suggestions, and ideas to the discussion. Then, the researcher could do better in the next cycle by changing the unsuccessful actions into more acceptable ones. Besides, the successful actions were registered again in the next actions.
2) Cycle II
Based on the result in cycle I, the researcher found the frailty in the teaching and learning process. Therefore, the teacher did cycle II. The second cycle aimed to upgrade data in the first cycle. Cycle II, it includedfour paces too namely planning, action, observing, and reflection.
All of the paces start with the first cycle, but the researcher attached some activities in planning and action activities.