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CHAPTER III
RESEARCH METHODOLOGY
Activities
I
Preparation
: Interview,
observation
Making
Proposal
Making
Instrument
Cycle1
Cycle 2
Making
report
II
III
February
IV
II
III
March
IV
II
III
IV
April
V
II
III
IV
Figure 1
Kemmis and McTaggart Action Research Model
Furthermore, the activities were applied in classroom action research
as visualized on the design through four steps. They were as follows:
1. Planning
When the problem was focused on how to improve students
comprehension in reading class, the researcher and the teacher discussed the
technique that would be used. Next, they prepared everything relate to
the teaching and learning process such as lesson plan and the material as
well. The observation sheet either for teacher or students and the other
research instrumentswere designed and prepared. The evaluation was also
arranged to know and measure the students reading ability. It was done
by using post-test.
2. Acting
After the plans were developed and agreed to be implemented, the
next step was to implement the plan with the action. In this step, the
teacher implemented Round Robin Brainstorming technique for students
reading comprehension in the class based on the lesson plan and the
researcher as a collaborator observed the teachers and the students
activities in teaching and learning process.
3. Observing
The condition of the teachers and the students activities in
teaching and learning process was observed by using teacher and
students observation sheet. It was important to know how far the
condition in the class because it related to the technique discussion itself
in cycles. To get the data, the researcher took field note, so she knew the
error made by the teacher.
4. Reflecting
The reflection was done after the cycle of actions had been
completed. The researcher and the teacher evaluated the result based on
the data that was obtained from first until third steps (planning until
5. Field Notes
They wereused to evaluate after teaching and determined the next
strategy. It was made in the class during the teaching and learning
process. It could be used as a tool for gathering data.
Field notes were used to focus on a particular issues or teaching
behavior over period of time. They were to reflect general impression of
the classroom and its climates.
6. Documentation
There are some documents in CAR (Classroom Action Research):
syllabuses and schemes of work, curriculum reports of school working
parties and committees, examination papers and test used, work cards and
assignment sheets, students score and sample of students work. The
documents that used in this research were the photographs of the teacher
and the students activities, students scores, and samples of students
work in Classroom Action Research.
Reducing data
Making conclusion
Presenting data
Figure 2
Process of Analyzing the Qualitative Data
From the scheme above, Miles and Huberman also in Burn (1999:
20) through reducing data, raw data are simplified. By reducing data,
the data can be simplified and classified in many ways, through tight
selection, summary or short analysis. From reducing data, data are
accounted into precentage list. The next step is presentation of data.
Presentation of data is an information group that gives a chance to make
1 conclusion.
2. Quantitative Data
The data should be analyzed after were collected. In a classroom
action research, the qualitative data would be analyzed by descriptive
quantitative technique.
10
X=N
Where:
X = mean
X = individual score
N = number of sample
(Suwartono, 2007: 55)
To know the questionnaire percentage, the researcher used formula
as follows:
%
11
Where:
n : Number of the students who answer yes/no
N : Number of all students
The researcher used following formula to know the class percentage:
%
Where:
P
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%
Where:
P : Percentage of the students improvement y :
Pre-test result
y1
: Post test 1
y2
: Post test 2
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