CHAPTER III RESEARCH METHOD
F. Reflecting
Reflection is a process of improvement carried out by researcher after teaching. Reflection is carried out at the end of the learning cycle with the aim that researcher can identify weaknesses and strengths in the learning process. Furthermore, in the core activities, the researcher analyzes all the data that has been obtained on the implementation of the action and the observation process. Researcher analyzed the advantages and disadvantages of the techniques that have been applied. Thus, after reflection, teachers and researcher will find it easier to prepare the next lesson plan.
G. Instruments of Research
The instrument is one of the tools used by researchers in collecting research data. In this case, the researcher used the following instruments:
a) Observation
Observation is a method used by a researcher to retrieve data in the form of observations about the phenomena that are the target of
observation. In this case, the researcher made observations of the activities of students and teachers in the teaching and learning process.39
Table1.
Teachers’ Activity
No.
ACTIVITIES OBSERVED
Score 1 2 3 4 1. The teacher delivers the theme or title of the
reading text.
3. The teacher asks students to read the reading text.
4. The teacher ask students to mark the important things that are found in the reading.
5. The students are divided into groups of each group consisting of six or seven students
6. The teacher asks students to discuss the main points or ideas of the reading text.
7. The teacher asks for volunteers to present the result of their discussion aloud in front of the class.
8. The teacher asks other students about the right answer about the main ideas of each paragraph.
Total Score Mean
Formulation:
39Yusanti Elfa, The Influence in Using Listen-Read-Discuss (LRD) toward Students’
Reading Comprehension on Narrative Text of The First Semester of The Eleventh Grade, English Journal, Bandar Lampung: SMA Perintis, 2017,p. 30−31
Mean = T Score
Max Score× 100
Table 1.1
The interpretation of teacher score Activity.
Score Category
> 80 Excellent
> 75 Good
> 60 Fair
< 55 Poor
Table 1.2 Students’ Activity
No.
ACTIVITIES OBSERVED
Score 1 2 3 4 1. Students listen to presentations of
information conveyed by the teacher about the text.
2. Students read the reading text.
3. Students mark the important things found in the reading.
4. Students look for group friends that have been shared by the teacher.
5. Students discuss with their groups.
6. Volunteers from students present the results of their discussions in front of the class.
7. Students answer questions about the main idea of each paragraph with the correct answer.
Total score Mean
Mean= S Score
Max Score× 100
Table. 1.3
The interpretation of students’ score Activity.
Score Category
> 80 Excellent
> 75 Good
> 60 Fair
< 55 Poor
b) Test
The test aims to take student learning outcomes. The test is very helpful to determine student achievement in studying learning materials. In this study, the researcher used a test to measure how far the students progress after doing the activity and how the application of the Reciprocal Teaching (RT) Technique can develop their reading skills. The type of test used in this study is a subjective test in the form of a free description. In this case, the researcher uses WH questions.
WH questions are questions that begin with WH words such as
"where", "why", "who", "when", and "how".40 The description questions used are 5 questions with the provision below:
The Criteria of reading assessment are adopted by Snow, Grifin, & Burns,2005. The Aspect of criteria below:
Table 1.4.
Criteria of assessments
The aspect of Reading Score
40 Habib, Civic Reading Comprehension..., p. 136.
Assessment
Reading Skill 5 4 3 2 1
a. Vocabulary knowledge b. Main-ideas
comprehension c. Recall relevant details d. Inferences about text
information
e. Summarization abilities
In addition, to find out whether there was an increase in students' reading ability, the researcher used Brown's reading assessment rubric. After the test, the researcher processed the data using descriptive statistics to know the improvement of students' reading skills using the Reciprocal Teaching (RT technique. The formula used by researchers to determine student scores is the percentage formula. The criteria for success depend on the passing grade (KKM) for English subjects at MA NW Wanasaba, which is 75.
To analyze the quantitative data, the researcher uses the formula below:
1) To obtain the individual score for the Reading test, the researcher used the formula
Score :
= 𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 × 100
To know the criteria of students' score can be classified as follow;
Table 1.5
The interpretation of students' scores.41
Percentage of scores Criterion
81-100 Excellent
61-80 Good
41-60 Fair
21-40 Poor
10-20 Bad
Students are said to pass the test if they get a score of 75 or more than 75 because the criterion minimum of mastery in this school is 75.
c) Documentation
Documentation is a record of events that have passed.
Documentation is needed by researchers as a complement to research data. These documents are in the form of student grade data, books, Madrasah profiles, learning tools, Madrasah documentation, learning photos, and other data that support this research.
H. Indicator of Success
Classroom action research (CAR) is considered effective if it equals or exceeds the established standards, and it is considered unsuccessful if it fails to meet the specified standards. The research will be successful if 75% of the students increase their scores or pass the minimal
41Rosma Hartiny, “Model Penelitian Tindakan Kelas”, Yogyakarta: Teras, 2010, p.
94.
mastery level criterion (KKM)42. The KKM for reading is 75 (seventy- five), as decided by the school agreement (MA NW Wanasaba). If the action's success program is reached, the Classroon Action Research's next action would be stopped; but, if the criteria has not been achieve yet, the research will continue in the next cycle.
42 Syaiful Bahri Djamarah & Aswan Zain, Strategi Belajar Mengajar, Jakarta: PT Rineka Cipta, 2006, p. 108
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher presents the results of the research. It involves using reciprocal teaching techniques to improve students' reading comprehension at the first grade students in MA NW Wanasaba in academic year 2021/2022. The implementation was carried out in two cycles, namely cycle I and cycle II. Each cycle consists of planning, action, observation and reflection with quantitative and qualitative data to collect student scores during the research process. The researcher analyzed and found out the students’ abilities when applying the Reciprocal Teaching technique in their
teaching practice in 2-23 june 2022 A. Research Findings
In this step, the findings of the researcher's study would presented.
as described in previous chapter the research method used Classroom action research in cycles 1 and 2 with planning, implementation, observation, and reflection used in this research. Each cycle reflected to find out the results of the action. All stages in this research described as follows:
1. Cycle 1 a. Planning
In this cycle, the writer and the teacher prepared an action plan based on the problems that students had with reading comprehension.
In this case, the researcher developed a lesson plan based on the teaching materials, in addition, the researcher also prepared post-test 1
to determine the students’ abilities and whether the students’ score had progressed or not from the test in cycle 1 to cycle 2.
b. Acting
This action was carried out on 2, 9, and 16 june 2022 . The actions focused to introduce students to the reciprocal teaching phases and encouraging them to used it while reading a text. It also encouraged students to have group and class discussions. The complete description of cycle 1 will be presented as follows:
1) The first meeting
The first meeting started with an introduction of narrative texts and Reciprocal Teaching (RT) techniques, including an explanation of the steps or procedures of reciprocal teaching itself.
In this step the researcher builds good interaction and communication with students to make students enjoy the lesson and increase their abilities. Furthermore, the researcher demonstrated how the Reciprocal Teaching technique would be used at the next meeting. Researchers perform this as a procedure before applying Reciprocal Teaching (RT) in learning.
2) Second meeting
In the second meeting, the researcher focused on supporting and guiding students to apply the Reciprocal Teaching (RT) stages.
The researcher initially asked about the material that had been talked at the previous meeting, in order to assess the students' ability to comprehend the material that had been taught. The researcher then re-explained the narrative text material. After an
explanation, the researcher gave to all students the text relevant to the narrative text. The researcher instructed the students to read the text hat had been distributed, and divides the students into five groups, each groups consist of four or five participants, and then asks the students to discuss with their groups. The activity began with the predicting stage, followed by producing question stage, the clarifying stage, and finally the summarizing stage. Finally, at the end of meeting the researcher informed the students that the exam will be held in the next meeting based on the material that had been taught previously.
3) Third meeting
In the last meeting of cycle one, the researcher conducted a test on students' reading skills by giving questions in the form of sheets provided by the researcher. The researcher gave the students instructions on how to answer the questions before distributing the questions. At this stage the researcher monitors the students' work.
c. Observation
At this stage, the English teacher at MA NW Wanasaba acts as an observer, who observe classroom activities during the teaching and learning process. Observers evaluate teacher and student activities using a pre-prepared observation checklist to observe teacher and students activities. Observers are just required to provided a value (√) based on actual classroom conditions. The result of the observation checklist in cycle I will be explained as follows:
1) Observation Checklist
a) Teacher Activities
Table 2 Teacher activities No.
ACTIVITIES OBSERVED
Score
1 2 3 4
1. The teacher delivered the theme or title of the reading text.
√
2. The teacher asked students to read the reading text.
√
3. The teacher asked students to mark the important things that were found in the reading.
√
4. The students were divided into groups of each group consisting of four or five students
√
5. The teacher asked students to discuss the main points or ideas of the reading text.
√
6. The teacher asked for volunteers to present the result of their discussion aloud in front of the class.
√
7. The teacher gave evaluation and checked the students’ comprehension about the text
√
Total score 18
Maximum 28
Average 64,28
Category Fair
The total score is obtained from each teacher activity such as convey the theme or title of the reading text, ask students to read
the reading text etc. The average teacher activity is obtained from the formula below:
Mean = T Score
Max Score× 100
For the category obtained from the final value of the teacher's activities. There are four categories of teacher grades such as:
Table 2.1
The interpretation of teacher score Activity.
Score Category
> 80 Very good
> 75 Good
> 60 Fair
< 55 Poor
Mean = T Score
Max Score× 100
= 18
28× 100
= 64, 28
From the observations of teacher activities above, the results show that the average score of teachers was 64, 28, which means that the teacher's activity in applying Reciprocal Teaching (RT) fairly. However there are several aspects that need to improved such as asked students to
mark important things found in the reading, gave the evaluation and checked the students comprehension about the text, and so on.
b) Student Activitie
Table 2.2
Student activity in cycle 1.
No.
ACTIVITIES OBSERVED
Score
1 2 3 4
1. Students listen to presentations information conveyed by the teacher about the text.
√
2. Students follow the instructions and pay attention.
√
3. Students read the reading text. √
4. Students make a groups √
5. Students mark the important things found in the reading.
√
6. Students look for group friends that have been shared by the teacher.
√
7. Students discuss with their groups.. √ 8. Volunteers from students present the
results of their discussions in front of the class.
√
9. Students answer questions about main idea of each paragraph with the correct answer.
√
Total score 17
Maximum 36
Average 47, 22
Category Poor
The total score is obtained from each student activities. The average value of student activity was obtained from the formula below:
Mean = S. Score
Max Score× 100
For categories obtained from the final value of student activities. There are four categories of student scores such as:
Table 2.3
The interpretation of student score Activity.
Score Category
> 80 Very good
> 75 Good
> 60 Fair
< 55 Poor
Mean = T Score
Max Score× 100
= 17
36× 100
= 47, 22
From the observation of student activity above, it was obtained that the average score of students was 47, 22. This indicating that student engagements was poor category. Students’ acceptance of learning was still low, there are various components of the learning process that need to be improved, such as listening to the teachers’
explanations, students participation in the learning process, and so on.
c) Students’ scores (1) Pre-cycle
Table 2.4
Students’ score in pre-cycle test No Initial
Name
Aspect Total
Score
Final Score
V M R I S
1. A 5 4 2 3 5 19 76
2. DS 3 3 2 2 3 13 52
3. EA 5 4 1 2 3 15 60
4. FA 2 3 2 3 3 13 52
5. FDA 3 3 1 1 2 10 40
6. FAM 5 5 3 3 4 20 80
7. HW 4 3 1 3 2 13 52
8. IPS 5 3 2 3 4 17 68
9. MF 4 3 2 1 1 11 44
10. MKH 3 4 2 1 2 11 44
11. M 4 3 3 4 5 19 76
12. MGT 3 4 2 5 5 19 76
13. MFW 5 5 2 3 5 20 80
14. MA 3 4 1 2 4 14 56
15. NWAA 4 4 3 3 4 19 76
16. NK 2 3 3 1 3 12 48
17. NL 4 3 1 2 4 14 56
18. P 5 5 3 3 5 21 84
19. PAA 4 4 3 3 5 19 76
20. RYY 3 4 2 2 2 14 56
21. SR 3 2 1 2 1 11 44
22. SU 4 4 3 3 5 19 76
23. SB 4 2 1 1 4 12 48
24. SW 5 4 3 3 4 19 76
Total Score 374 1496
Means 62.33
V: Vocabulary Knowledge M: Main ideas ability R: Recall of relevant details I: Inference about text information S: Summarization abilities
To know the mean score of test the researcher calculated as followed:
M = total score 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑛𝑢𝑚𝑏𝑒𝑟
M = 1496
24
M = 62.33
Based on the table, the total score was 1496 from 24 students and the means was 62.33. This means that the students’ score has not reached the Minimum Competence Criteria average value, which is 75. This means that students have got marks in every aspect to make the main exam scores increase. Then to know the percentage of score the researcher calculated as followed:
P = R
𝑇 X 100%
P1 = 9
24 X 100%
P1= 37, 5%
P2= 15
24 X 100%
P2= 62, 5%
Table 2.5
Table of students’ percentage
P Criteria Total of Students Percentages
P1 Pass 9 37. 5%
P2 Fail 15 62. 5%
Total 24 100%
Based on the table above in pre-cycle test, from the 24 students in the class 37.5% of students are passed. It means 15 of students were failed in pre-cycle test so that the researcher needed to improve some aspect that are still not optimal in cycle 1 of research in order to achieve the minimum criteria for students scores.
Table 2.6
Students’ score in test of cycle 1 No Initial
Name
Aspect Total
Score
Final Score
V M R I S
1. A 4 4 2 3 3 20 80
2. DS 1 4 2 2 2 12 48
3. EA 4 4 3 2 3 19 76
4. FA 4 4 3 3 2 19 76
5. FDA 4 4 2 2 2 15 60
6. FAM 4 4 3 4 4 21 84
7. HW 4 4 2 2 2 14 56
8. IPS 4 4 2 3 3 18 72
9. MF 4 4 2 3 2 16 80
10. MKH 4 4 2 2 3 14 56
11. M 4 4 1 2 2 19 76
12. MGT 4 4 2 3 2 18 72
13. MFW 4 4 3 3 3 21 84
14. MA 4 4 2 2 2 18 72
15. NWAA 4 3 2 3 3 15 60
16. NK 4 4 2 1 2 14 56
17. NL 3 2 1 1 1 19 76
18. P 4 4 2 2 2 22 86
19. PAA 1 4 1 2 2 19 76
20. RYY 2 3 2 1 2 12 48
21. SR 4 4 1 2 3 17 80
22. SU 4 4 2 3 3 18 72
23. SB 3 4 2 2 2 19 76
24. SW 4 2 4 2 2 19 76
Total Score 418 1698
Means 70.
75
V : Vocabulary Knowledge M: Main ideas ability R: Recall of relevant details
I: Inference about text information S: Summarization abilities
To know the mean score of test the researcher calculated as followed:
M = total score 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑛𝑢𝑚𝑏𝑒𝑟
M = 1698
24
M = 70.75
Based on the table analyzed it can be seen in test 1. The researcher concluded that the students reading score was fair in cycle 1 it can be seen from the mean of score. The total score was 1698 from 24 students and the mean was 70. 75 this means that students score has not reached the KKM average value, which is 75. And to achieve the average value of the KKM, the researcher must do the next cycle and test 2 to find out the students score. So that it can be concluded in the first cycle was unsuccessful. Then to know the percentage of students’
score the researcher calculated as followed:
P = R
𝑇 X 100%
P1 = 13
24 X 100%
P1= 54, 16%
P2= 11
24 X 100%
P2= 45, 84%
Table 2.7
Table of students’ percentage
P Criteria Total of Students Percentages
P1 Pass 13 54, 16%
P2 Fail 11 45, 84%
Total 24 100%
Based on the table above in test of cycle 1, from the 24 students in the class 54, 16% of students are passed. It means 11 of students were failed in test of cycle 1 so that the researcher needed the cycle II.
d.Reflection
At this stage, the researcher evaluates the result of the application of Reciprocal Teaching (RT) technique in teaching and learning process.
Based on the observation checklist of students and teacher activities, there are still many weaknesses, including the teacher delivers the theme or title of reading text, the teacher ask students to mark the important things that are found in the reading, and so on. While students who are still not optimal in receiving learning, do not listening to the teacher explanation, and so on. Therefore from the reflection above there should be more efforts to improve students’ reading skill through Reciprocal Teaching techniques in cycle 2, such as providing interesting techniques in teaching and providing more motivation.
2. Cycle 2 a. Planning
After knowing the result of students’ score in cycle 1 that students’
reading score were not very good using Reciprocal Teaching, the researcher decide to do the second cycle to meet the standard of success. The researcher prepared the lesson plan with the same modification in cycle 1. In addition, the researcher prepared a checklist for observing for observing students and teacher
activities. Then the researcher also prepared post-test 2 to find out the students score.
b. Acting
1) The first meeting
At the first meeting of this cycle, the researcher asked the students about what they did not understand in applying the Reciprocal Teaching technique and what difficulties they found when applying the Reciprocal Teaching technique in narrative text. The procedure with for this cycle is the same as the previous cycle, such as the researcher explain the material related to narrative text and relates it to the Reciprocal Teaching techniques. Then asks the students to discuss with their groups. The activity began with the predicting stage, followed by producing question stage, the clarifying stage, and finally the summarizing stage.
Finally, at the end of meeting the researcher informed the students that the exam will be held in the next meeting based on the material that had been taught previously.
2) Second meeting
In this meeting the researcher conducted post-test 2 to get the students’ score. Before doing the test, the researcher reviewed the narrative text material to remind students’ abilities about the main ideas or important think in a text. Then inform them about the test.
The researcher gave the test to the students and gave directions on how to answer the questions. In this case the researcher supervises the students’ work.
c. Observation
The result of the observation checklist in cycle 2 will be explained as follows:
1) Teacher Activities
Table 2.8 Teacher activities No.
ACTIVITIES OBSERVED
Score
1 2 3 4
1. The teacher delivers the theme or title of the reading text.
√
2. The teacher asks students to read the reading text.
√
3. The teacher ask students to mark the important things that are found in the reading.
√
4. The students are divided into groups of each group consisting of four or five students
√
5. The teacher asks students to discuss the main points or ideas of the reading text.
√
6. The teacher asks for volunteers to present the result of their discussion aloud in front of the class.
√
7. The teacher gives evaluation and check the students’ comprehension about the text
√
Total score 24
Maximum 28
Average 85.71
Category Very good
The total score is obtained from each teacher activity such as convey the theme or title of the reading text, ask students to read the reading text etc. The average teacher activity is obtained from the formula below:
Mean = Max ScoreT Score ×100
For the category obtained from the final value of the teacher's activities. There are four categories of teacher grades such as:
Table2. 9
The interpretation of teacher score Activity.
Score Category
> 80 Very good
> 75 Good
> 60 Fair
< 55 Poor
Mean = Max ScoreT Score ×100
= 2428×100
= 85.71
From the observations of teacher activities above, the results show that the average score of teachers was 85.71, which means that the teacher's activity in applying Reciprocal Teaching (RT) in learning