CHAPTER III RESEARCH METHOD
B. Description of Research Setting
1. Process of English Reading Comprehension
1.1 Cycle 1
a. Planning Stage of Action Cycle 1
Based on the results of data analysis at the beginning and the test results in the pre cycle, the action activities were carried out as follows;
Table 4.1 Action Planning in Cycle 1
Steps Teacher’s Activity Students’ Activity Making
observations about a text.
a. Providing reading material for students to read b. Providing information to
students how the learning objectives to be achieved
Students skim through text or pictures to find the main ideas of the theme being studied
0 20 40 60 80
A B C D E F G H I J K L M N O P Q R S T U V W X Y
Score
Students
English Reading Comprehension Test in pra-cycle
Score
Establishing
connections among observations.
Students focused on the meaning in the reading
Students gave their attention to instructions and finished the tasks given
Making inferences
based on
observations and connections
Giving instructions to students that they have to read carefully the text and it has been given in order to answer the question correctly
Students actively read
Drawing
conclusions from the inferences
Stimulating material taught to students
Students found the main information in the text Considering value
the text embodies and possibly endorses
Teacher asked the students about the relationship of value in reading text with students’
experience
Students comprehended the implementation of value after reading learning
b. Action Stage Cycle 1 1. Meeting 1
English reading comprehension learning process in the first meeting was held on Monday, 11 November 2019. The meeting began at 08.00 - 09.30 WITA. The first meeting was attended by 25 students.
Preliminary Activity
Learning activities were opened by praying. Before conducting the learning process, the first meeting was filled with an introduction critical reading strategy, made an agreement on the learning process for 10 minutes,
and an explanation of the learning objectives in general. The standard competencies that must be possessed, namely students were able to understand the overall meaning of reading both literally and context. Then, students can easily associated all texts with learning experiences and real life that students have. This activity was carried out in detail so that students understand what must be achieved in the reading learning. After that, teacher gave the simple text and students red the text.
Main Activity
Main activity began using the process of critical reading strategy.
Students red the text after that they identified the simple sentence in the text.
Then, student discussed in the group to connect the sentences construction in the text. After that, students answered some question about the text. It did as 30 minutes. Process of learning have done, teacher and students discussed the questions together and making conclusion from the text. The purposes were to give the students of feedback so students could revise some mistake when they did the exercises. Teacher asked the students about the main story of the reading and related it with students’ learning experiences.
Closing Activity
In connection with the learning time that has run out, the teacher asked students to give a review of the material that has been discussed. Teacher gave the feedback on students’ task. Teacher and students made the conclusion of learning and closed the learning and praying.
2. Meeting 2
English reading comprehension learning process in the second meeting was held on Friday, 15 November 2019. The meeting began at 08.00 - 09.30 WITA. The first meeting was attended by 22 students.
Preliminary Activity
Learning activities begun by praying together. Next, the teacher and students conducted a review of the learning process last week. This activity was carried out for 15 minutes. After that, the teacher gave a text titled the responsibilities of a doctor.
Main Activity
The text that has been red by students for 10 minutes continued with the process of identifying the main information in the text, it can be linked to student learning experiences. The teacher asked students to make discussion groups. They discussed the contents of the text story. After that, students answered some question about the text. It spent 20 minutes, then teacher and students discussed the questions together and making conclusion from the text. Teacher asked the students about the main story of the reading and related it to students’ learning experiences
Closing Activity
After learning process has done as 50 minutes, the activity continued by giving the feedback on students’ task. Teacher and students made the conclusion of learning and closed the learning and prayed.
3. Meeting 3
The last meeting was the third meeting in the first cycle conducted for the review of learning material that has been done during 2 meetings. In addition, the activities at this meeting were also filled with a test process, namely post-test. It aimed to find out how the ability of students who have received the learning process for 2 meetings. Learning activities at the third meeting was held on Monday, 18 November 2019. The learning activities started at 08.00 - 09.30 WITA. The third meeting was attended by 25 students.
Learning activities in the classroom opened with greetings and prayers together. Furthermore, for 20 minutes the lecturer explained the results of the evaluation of reading comprehension learning using a critical reading strategy. The teacher conveyed the shortcomings of student activity during the learning process. In addition, it also provided an opportunity for students to ask questions and provided comments on the learning process that has been done during 2 meetings. There were 10 people who asked and provided input for the learning process that must be done next week. Most students gave positive comments on the learning activities that have been carried out.
After explaining the results of the evaluation of learning, learning activities in class continued with the post-test. Test activities carried out for 50 minutes. During the test implementation process, lecturers and collaborators observed students one by one. The teacher and collaborator found several students who were still having difficulty working on the test
questions and tried to ask their colleagues. However, the lecturer encouraged the students to carry out the test individually.
After the test activities have been completed, the last 20 minutes they have to discuss questions and provided learning activities for the next meeting.
Then the learning activities continued with prayer and closing c. Monitoring of Action Research Cycle 1
The learning process of the cycle 1 did not show maximum results. From the activities of teachers and students did not reach the expected percentage.
Following were the activities carried out by the teacher during the action process.
Graph 4.2. Teacher’s activity at the first cycle Notes;
C1-M1 = Cycle 1 Meeting 1 C1-M2 = Cycle 1 Meeting 2 C1-M3 = Cycle 1 Meeting 3
The teacher's activity at the first meeting in the first cycle did not show the desired result of reaching a percentage of 100%. Activities considered not to be maximally carried out are at a percentage of 60%, namely activities
0 20 40 60 80 100 120
Activity 1Activity 2Activity 3Activity 4Activity 5Activity 6Activity 7Activity 8Activity 9 Activity 10
PERCENTAGE
Teacher's Activity In The First Cycle
C1-M1 C1-M2 C1-M22
explaining learning objectives, the process of the teacher providing motivation, the role of the teacher as a facilitator, the teacher guiding students in finding the meaning of the contents of the text, and the reciprocal process. Thus, the five activities must be increased again.
At the second meeting, the teacher has shown a very good activity during the action process in class. Teacher's activities were better than the first meeting. There were three activities that need to be improved, namely the process of explaining the objectives to be achieved for each meeting, the process of interaction carried out during the learning process, and the way the teacher gave feedback.While the activity at the third meeting was very good because the activities in the class carried out only reviewed the material which was learned and the teacher gave a final test to evaluate the results of learning in English reading comprehension during the two previous meetings.
Besides the teacher activities, student activities during the learning process were observed by teacher and collaborator. From the results of observations, English reading comprehension learning activities using the critical reading strategy have not shown an increase in students' ability to understand reading texts. The following is a graph of observations on student activities while studying in class:
Graph 4.3. Students’ activity at the first cycle Notes;
C1-M1 = Cycle 1 Meeting 1 C1-M2 = Cycle 1 Meeting 2 C1-M3 = Cycle 1 Meeting 3
Overall, it can be concluded that the activities of students during the learning process of English reading comprehension using a critical reading strategy have not shown maximum results. From the first meeting to the third meeting, the percentage level obtained was still low. The highest percentage is 60%.
Therefore, students must be stimulated very well again so that their learning activities become more increased.
d. Reflecting Cycle 1
The reflection activities of the first cycle of action were carried out from November 19-20, 2019. The reflection activities were carried out for 2 days with collaborator who had helped carry out the research activities. The activity discusses actions from the first meeting to the third meeting. Researcher and collaboratordiscuss findings data at each meeting and other supporting data. So
0 10 20 30 40 50 60 70
Activity 1Activity 2Activity 3Activity 4Activity 5Activity 6Activity 7Activity 8Activity 9 Activity 10
PERCENTAGE
Students' Activity In The First Cycle
C1-M1 C1-M2 C1-M22
that, the reflection process can produce a comprehensive analysis. Analysis of findings data was reviewed from the results of teacher activities, student activities, pre-test and post-test, and student diaries. In addition, the researcher also sharpened the analysis from the results of discussions conducted at each meeting with collaborators and students.
The first reflection was teacher activity. Overall, teacher activities have been considered optimal in teaching. The creative and innovative efforts of teacher were clearly visible in their development. The assessment results also show that the percentage continues to increase. The results of the assessment are presented in observation tables of the assessment results from collaborator.
The teacher is very enthusiastic in presenting the material and guiding students when working on assignments.
The second reflection was student activities. They are still low motivation in learning process. The problem finding are 1) students were confusing in using of critical reading strategy, 2) students could not be independent in learning, 3) students though that reading is difficult to do in the class. From the results of post-test in the first cycle, it was concluded that the students' scores had not passed in accordance with the minimum standard value of 70. This can be seen from the following graph;
Graph. 4.4 Percentage of Post-Test Score in Accordance with Minimum Standard Score
Graph 4.4 shows that the failure rate of English reading comprehension test scores is still high. This can be seen from the percentage level of 84% or as many as 21 students. While students who have met the minimum standard score of 16% or 4 students.
From the interviews, it can be concluded that students who have given a positive attitude to the critical reading strategy are good enough even though most students did not understand the basic concepts of using a critical reading strategy.
16%
84%
The Result of Post-Test in The First Cycle
Pass Failed
40%
40%
20%
Student's Response on Critical Reading Strategy
Positive Attitude Negative Attitude No Response
Graph. 4.5 Percentage of Student's Response on Critical Reading Strategy in the First Cycle
Cycle 2
a. Planning Stage of Action Cycle 2
Based on the analysis of the data, it was concluded that the learning activities in the second cycle were aimed at developing games for the implementation of a critical reading strategy, the action activities are carried out as follows;
Table 4.2 Action Planning in Cycle 2
Steps Teacher’s Activity Students’ Activity Making
observations about a text.
a. Providing reading material for students to read
c. Providing meaning story in the text
Students skim and scan text to find the context meaning through the first main idea Establishing
connections among observations.
Students related the main idea on the meaning in the reading
Students gave their attention to instructions and finished the tasks given
Making inferences
based on
observations and connections
Giving a game to student, namely; monopoly and fishing for sounds.
Students actively read and played the game which has given by teacher
Drawing
conclusions from the inferences
Giving instruction to students in order making the conclusion
Students found the main information in the text Considering value
the text embodies
Teacher asked the students about the relationship of value
Students comprehended the implementation of
and possibly endorses
in reading text with students’
experience
value after reading learning
b. Action Stage Cycle 2 1. Meeting 1
English reading comprehension learning process in the first meeting was held on Monday, 22 November 2019. The meeting began at 08.00 - 09.30 WITA. The first meeting was attended by 25 students.
Preliminary Activity
Teacher opened the learning by praying. After that, the teacher explained the goal of learning and giving information of post-test result.
Besides that, the teacher gave the games which played in learning, namely monopoly. This is a fun game to help students in spelling, vocabulary building and writing. The first meeting, students have to create the meaning context in students’ vocabulary in the text and real life.
Main Activity
Teacher gave the monopoly board to start the game. It was played in the group. There were five group. This game spent 20 minutes. The game was played like playing monopoly but it was directed at the concept of finding vocabulary and the meaning of the vocabulary that is in the text. During the game process, each group must collect as much vocabulary as possible.
After that, they continued the discussion to find the relationship between the meaning of vocabulary and everyday life. Learning activities continued with
the presentation of information that was summarized during the discussion.
This activity was carried out for 30 minutes. Each group had 6 minutes to present the material.
Closing Activity
In connection with the learning time that has run out, the teacher asked students to give a review of the material that has been discussed. Teacher gave the feedback on students’ task. Teacher and students made the conclusion of learning and closes the learning and praying
2. Meeting 2
English reading comprehension learning process in the second meeting was held on Friday, 24 November 2019. The meeting began at 08.00 - 09.30 WITA. The first meeting was attended by 22 students.
Preliminary Activity
Learning activities begun by praying together. Next, the teacher and students conducted a review of the learning process last week. This activity was carried out for 15 minutes. After that, the teacher gave the score of last week learning.
Main Activity
Teacher gave the monopoly board to start the game. It played in the group. There were five groups. This game spent 20 minutes. The game played like playing monopoly but it was directed at the concept of finding vocabulary and the meaning of the vocabulary that is in the text. During the game process, each group must collect as much vocabulary as possible.
After that, they continued the discussion to find the relationship between the meaning of vocabulary and everyday life. Learning activities continued with the presentation of information that was summarized during the discussion.
This activity was carried out for 30 minutes. Each group had 6 minutes to present the material.
Closing Activity
The teacher gave the feedback the teaching learning and students gave the response. Teacher and students made the conclusion of learning and closed the learning and prayed.
3. Meeting 3
The last meeting was the third meeting in the first cycle conducted for the review of learning material that has been done during 2 meetings. In addition, the activities at this meeting were also filled with a test process, namely post-test. It aims to find out how the ability of students who have received the learning process for 2 meetings. Learning activities at the third meeting was held on Monday, 29 November 2019. The learning activities started at 08.00 - 09.30 WITA. The third meeting was attended by 25 students.
Learning activities in the classroom opened with greetings and prayers together. Furthermore, for 20 minutes the lecturer explained the results of the evaluation of reading comprehension learning using a critical reading strategy. The teacher conveyed the shortcomings of student activity during the learning process. In addition, it also provided an opportunity for students
to ask questions and provided comments on the learning process that has been done during 2 meetings. There were 10 people who asked and provided input for the learning process that must be done next week. Most students gave positive comments on the learning activities that have been carried out.
After explaining the results of the evaluation of learning, learning activities in class continue with the post-test. Test activities carried out for 50 minutes. During the test implementation process, lecturers and collaborators observed students one by one. The teacher and collaborator found several students who were still having difficulty working on the test questions and tried to ask their colleagues. However, the lecturer encouraged the students to carry out the test individually.
After the test activities have been completed, the last 20 minutes they have to discuss questions and provided learning activities for the next meeting.
Then the learning activities continue with prayer and go home.
c. Monitoring of Action Research Cycle 2
The learning process of the cycle 1 has not shown maximum results. From the activities of teachers and students did not reach the expected percentage.
Following were the activities carried out by the teacher during the action process.
Graph 4.6 Teacher’s activity at the first cycle Notes;
C2-M1 = Cycle 2 Meeting 1 C2-M2 = Cycle 2 Meeting 2 C2-M3 = Cycle 2 Meeting 3
Graph 4.6 has shown the development of teacher activities in teaching that is already optimal. The weakness that was identified at the first meeting was the way the teacher provided motivation which was still considered not maximal so that it was scored at 80%. However, at the second meeting the teacher gave a different way to motivate students. While at the second meeting, the teacher did not interact much with students because the teacher only directed and guided the implementation of discussions and playing monopoly games. Classes have been dominated by students in discussions. At the third meeting, the teacher's activities in teaching English reading comprehension were very good. This is proven by a percentage of 100% in each activity. Besides the teacher activities, student activities during the learning process are observed by teacher and collaborator. The following is a graph of observations on student activities while studying in class:
0 20 40 60 80 100 120
Activity 1Activity 2Activity 3Activity 4Activity 5Activity 6Activity 7Activity 8Activity 9 Activity 10
PERCENTAGE
Teacher's Activity In The Second Cycle
C2-M1 C2-M2 C2-M3
Graph 4.7. Students’ activity at the second cycle Notes;
C2-M1 = Cycle 2 Meeting 1 C2-M2 = Cycle 2 Meeting 2 C2-M3 = Cycle 2 Meeting 3
Overall, student learning activities increased very well during the learning process of English reading comprehension. This was because the learning process that was equipped with games and group discussions becomes more fun. Every activity from the first meeting to the third meeting always increased.
d. Reflecting Cycle 2
The reflection activities of the first cycle of action were carried out from December2-3, 2019. The reflection activities were carried out for 2 days with collaborator who had helped carry out the research activities. The activity discusses actions from the first meeting to the third meeting. Researcher and collaborator discussed data findings at each meeting and other supporting data.
So that, the reflection process can produce a comprehensive analysis. Analysis of findings data is reviewed from the results of teacher activities, student
0 20 40 60 80 100 120
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
PERCENTAGE
Students' Activity In The Second Cycle
C2-M1 C2-M2 C2-M3