CHAPTER III

RESEARCH METHODOLOGY

A. The Method of Research

The Classroom Action Research was used in this research based on Kemmis

and Mc Taggart design. According Kemmis & Taggart in Burn (1999: 32), an action

research occurs through a dynamic and complements processes which consist of four

essentials steps; those are planning, acting, observing and reflecting. According to

Burn (1999: 30), action research is the application of fact finding to practical problem

solving in a social situation with a view to improve the quality of action within it,

involving collaboration and cooperation of researchers, practitioners and laymen.

Action research is a research about something that happened in the society or

target community, and the result will be received by that society. The main

characteristic in action research is participation and collaboration between the

researcher and the member of that target community.

Based on the definition above, a collaborative research was used by the writer,

in which the writer invited English teacher and the students work collaboratively in

this case, the writer was cooperative with the English teacher at X-2 grade students

of SMA Negeri 1 Rawalo in academic year 2011/2012.

B. The Place and Time of Research

1. The place of research

The researcher had been done the research in SMA Negeri 1 Rawalo in the

academic year 2011/2012. It is located on Jalan Pawiyatan No.1 Pesawahan,

Rawalo.

2. The time of research

The time of research can be seen from the schedule of the following table:

Table 1

Research Schedule

No

Activities

Months 2011-2012

Nov. 2011

December 2011

January 2012

February 2012

March 2012

April 2012

3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1. Preparation: a. Permission b. Making

Proposal, Instrument and Seminar proposal.

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

2. Collecting Data: Cycle 1 Cycle 2

√

√

4. Analyzing Data √ 5. Making report √ √

C. The Subject of Research

The subject of the research was the X-2 grade students of SMA Negeri 1

Rawalo in the Academic Year 2011/2012. After having discussion, the writer and the

collaborative teacher decided to choose class X-2 of SMA N 1 Rawalo because the

class has problems in reading comprehension. There were 32 students consisting of 11

males and 21 females.

D. Research Design

This action research was used to improve the students’ comprehension in

reading class. The writer used the steps of action based on Kemmis and Mc Taggart in

Wiraatmaja (2006: 66). There were four basic components. Those were planning,

acting, observing and reflecting. These four phases were considered in one cycle.

After one cycle finished, it will be continued with the second cycle. They were

revised in planning, acting, observing and reflecting.

Below was the Kemmis and Mc Taggart action research model visually:

Figure 1: Kemmis and Mc Taggart Action Research Model

E. The Procedure of Classroom Action Research

Research designs there were four steps: planning, acting, observing, and

reflecting. Research procedures of each cycle in detail were as follows:

1. Planning

This phase involve developing a variable plan or action for gathering data,

considering, and selecting a range of an appropriate research method. This plan is

aimed of course of action and collecting data on the outcomes of this action

(Burns, 1999: 37).

In this step, the observation list, lesson plan, pre-test and make a self of

evaluation were prepared by the writer and the collaborative teacher. The lesson

plans were prepared for the students’ at grade X-2 of SMA N 1 Rawalo in the

academic year 2011/2012. The writer and the collaborative teacher then

collaborated in planning to improve the primary problem. The theoretical frame

guided the planning phase. It established the target of the change.

2. Acting

During the phase, the procedures for collecting data were developed and put

into action. This was not only data gathering events, but the beginning of process

of going more deeply into issues being researched (Burns, 1999:38).

The activity was carried out learning activity that has been planed.

3. Observing

This phase involves the outcomes of intervention and reflecting on its

effectiveness. This involves as a new set of teaching strategies and activities and

recycling back into a period of further data collection (Burns, 1999: 40).

In this step, the teacher’s activity and the students’ activities in teaching and

learning process in reading class was observed by the writer using observation

list. It is important to know how far the condition in the reading class because it

relates to the implementation of DRTA method itself in cycles.

4. Reflecting

This phase or step is therefore considered as a combination of both

analyses and reflection. At this stage, the data is analyzed using a systematic

process of analyses and interpretation according to agreed criteria (Burns, 1999:

38).

In this step, the writer and the teacher as the collaborator tried to report and

reflect all observation data and evaluation to measure the weakness and

improvements of teaching learning process and reading comprehension.

5. Re-planning

This phase involved discussion about the result of test, observation, data

collection, evaluation, and reflection that have come out of the research process

within the research. It can be a guideline for further action based on the result of

reflection in the previous cycles.

F. The Technique for Collecting Data

Technique for collecting the data aimed to support the success of this research.

It helped the writer to get the data and the information about the process of improving

students’ reading comprehension using DRTA method. Some techniques for

collecting the data in this research were used by the writer. They are

1. Test

Test is an instrument of collecting data to measure the students’

ability in cognitive aspect. According to Arikunto (1999: 29), test is a

sequence of questions or exercises and another instrument that is used to

measure the students reading mastery, intelligent knowledge and ability of

the individual or group. In this research, the test was divided into two by the

writer, those are

a. Pre test

It was given to the students to know their reading comprehension

before the classroom action research.

b. Post test

It was given to the students to know their reading comprehension in the

end of the each cycle.

These test consisted of 25 items in multiple choice form. The

reading test was be scored by giving 1 point for the correct answer and

0 for incorrect answer. This instrument was intended to get the data

about the students’ reading comprehension.

2. Observation

Observation is an activity that must be done in doing the research to

collect the data of research. The observation sheet was used to observe the

English teacher and the students of X-2 of SMA N 1 Rawalo. Observation was

used to collect the data about how good the teacher’s performance and

students’ activity during the classroom action research with the object of

reading comprehension using DRTA method.

On the observation, it had been provided the observation list as the

instrument for collecting the data. There were two kinds of observation list or

checklist, which were providing for observing the students’ activities and for

the teacher’s activities during the English teaching learning process.

Below were the indicators of teacher’s and students’ activity:

Table 2

The Indicators of Teacher’s Activities

No Indicators A B C D

E

1. Preparing the material systematically 2. Reviewing the previous lesson 3. Giving motivation strategies 4. Giving explanation and example about the material 5. Giving explanation and example about DRTA method 6. Asking the students to do the exercise using DRTA method 7. Asking and answering the questions 8. Giving students the opportunity for asking and giving

suggestion

9. Teacher walks around the class to observe the students 10. Giving an evaluation of students activities

Note:

A= Very good

B = Good

C = Good enough

D = Very bad

E = Bad

Table 3

The Indicator of Students’ Activities

NO

Name

Indicator Enthusiastic in learning reading

Active in making question

Active in answering question

Giving opinion

Enthusiastic in doing the task

1. 2. 3. 4. Number of

students Average (%)

3. Questionnaire

Questionnaire is number written questions which are used to gained

information from respondents about their knowledge, beliefs, etc (Arikunto,

1997: 128).

The questionnaire had been used in the end of the implementation. In

this research, close questionnaire was used by the writer to collect the data and

to know about the students’ opinion after following the teaching and learning

process using DRTA method. The students will be asked to give their answer

related to the questions given in the questionnaire.

The Questionnaire was used based on the following table:

Table 4

The Questionnaire Item List

(After conducting the implementation of DRTA Method)

NO

Pertanyaan

Jawaban Ya Tidak

1. Apakah pengelolaan kelas oleh guru dengan metode DRTA dalam reading class menciptakan suasana belajar bahasa Inggris yang nyaman untuk anda?

2. Apakah anda lebih tertarik menggunakan metode DRTA dalam pemahaman reading anda?

3. Apakah anda dapat mengetahui main idea dari sebuah text secara mudah setelah menggunakan metode DRTA?

4. Apakah anda antusias untuk mengikuti pelajaran reading dengan menggunakan metode DRTA?

5. Apakah anda merasa senang dan lebih bersemangat mengikuti pengajaran reading dengan menggunakan

metode DRTA? 6. Apakah anda merasa lebih aktif dan lebih mudah dalam

memahami materi yang diberikan dengan metode DRTA?

7. Apakah anda merasa lebih percaya diri untuk bertanya dan menjawab pertanyaan setelah menggunakan metode DRTA?

8. Apakah anda merasa kesulitan dalam memehami materi setelah menggunakan metode DRTA?

9. Apakah pembelajaran reading menjadi lebih menyenangkan setelah menggunakan metode DRTA?

10. Apakah anda ingin pembelajaran reading dengan metode DRTA dilanjutkan untuk pembelajaran reading?

4. Document

This research will use document. Arikunto (2002: 206) states that the

documentary method is a method of collecting data about matters of variables, which

in the form of notes, transcripts, books, newspapers, magazines, and so on.

The documents that had been used in this research were documents of

students’ score evaluation sheet of class X-2 of SMA Negeri 1 Rawalo after doing the

CAR. The other documents were the photograph of the teacher and students’ activity.

G. The Technique for Analyzing Data

There are two kinds of data. They are qualitative and quantitative data.

1. Qualitative Data

Miles and Huberman in Burn (1999: 179-180) call the data analysis in

mention research as analysis episodes which a dynamic process, where the

components or steps were analyzed chronologically or in order way.

To make clear, the following scheme shows the activities of the process

sequence.

Reducing data Collecting data

Figure 2: The Schema of Analyzing the Qualitative Data

a. Collecting data

Collecting data is a process of the research to collect the data needed in

conducting the research. It can be got from the observation and document. All

of them were very important things because it supports each other to get

successful in doing the research. After that, the data will be analyzed well by

considering its functions.

b. Reducing data

This step is done after collecting data. In this step, data was processed and

analyzed from raw data into a good data. It can be categorized by percentage

or tally to describe a similar accurateness data. It aims to simplify the data.

c. Presenting data

After conducting data, it was presenting data. In this step, data was

presented by using percentage to be easy in analyzing data.

d. Making conclusion/verification

This step indicates that the data has been analyzed to be a good one. As

result, the writer decided that this data whether it is valid or not. If it is valid

Making conclusion/ verification

Presenting or reposting data

data, the hypothesis is proved. On the other hand, if it is not valid data, the

hypothesis is not proven. In this research, the scheme above was used by the

writer and the collaborative teacher to analyze the qualitative data.

2. Quantitative Data

Ali in Rohman (2012: 49) stated that the quantitative data is the data

which constants of numbers; either the number is gotten from the collaboration or

measurement. In this research, quantitative data was used to support the research

result, especially for students’ reading result. The quantitative data were taken

from students’ reading scores result in pre and post reading test and

questionnaire.

After conducting the pre-test and post test, the researcher will score

students’ reading test result. The multiple choice questions will be used in this

research. There will be 25 questions. The scoring system for the activity was

Activity 1, every correct answer : 1

Score total for activity 1 : 1 X 25 =25

It can be concluded that the total score of the test as follows:

Student’ score = ∑∑ x 100

= x 100

= 100

To know the improvement in pre-test and post test, the formula that will be used

as follows:

Explanation:

P: Percentage of students’ improvement

y: pre test result

y1: post test 1 result

y2: post test 2 result

(Arikunto, 2005: 269)

Actually, there are two kinds of quantitative data. They are class

percentage and questionnaire percentage.

a. Class percentage

In this research, each indicator of students in reading activity can be

accounted by following formula:

Explanation:

P = the number of percentage

F = the number of each indicator

X 100%

X 100%

P = x 100%

N = the number of all students in the class

b. Questionnaire percentage

Beside that, the data from questionnaire will use the following

formula:

Where:

P: Number of percentage

n: Number of students who answer Ya/Tidak

N: Number of all students in the class.

(Arikunto, 1998: 246)

H. Process of Data Validity

For checking the validity, triangulation is the most commonly used.

Triangulation is the technique to evaluate the validity of the data, which is used the

other sources. The aim of triangulation is to gather multiple perspectives on the

situation being studied. It is a term, which is used in different senses by qualitative

researches. Burn in Purwati (2012: 21) stated that triangulation is a way of arguing,

“If a different method of investigation product the same result that the data are likely

to be valid”. To support the data validity, triangulation is used by the writer. The type

of triangulation used in this research was theoretical triangulation. It meant that the

data analyzed from more than one perspective.

P = x 100%

I. The Criteria of Action Success

To determine whether the program is successful or not, there must be an

evaluation because vary programs need an evaluation. According to Sukidin, et al.

(2002: 103), determination at the success of the action based on the consideration

made by the collaboration teacher and the researcher.

In this research, the criteria of the action success were determined by the

collaborative teacher and the writer. To know the action run well or not is based on

the students’ reading test and the questionnaire result. The action is success and will

be stopped if the students’ reading score reach improvement 20% and the

questionnaire result shows that 75% of the students’ answer “Yes” or give positive

response toward the implementation of learning.