Reflecting Classroom Action Research Procedures

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3. Observing

Observing is the process of collecting data indicating the success of the strategy in solving the classroom problems. The focus of the observation is on the data related to the criteria of success that have been decided. The question that becomes the concern in the observing process is “How well does the strategy solve the problems? At this observing stage, which aims at collecting data, the researcher and the collaborator have to define the type of data to be collected, the instrument to collect the data, the data sources, and the technique of data collecting. In other words, the discussions on those topics are under this observing stage. Many classroom Action Research reports present both, observation and data collection which of course are overlapping, as both refer to data collecting. Discussion on the two topics, observing and data collecting under different sections shows that the researchers do not understand that the two topics refer to the same thing. 62 In this case, the observer uses observational sheet toward the implementation of the action. Observational note is used to notice all the things happen during teaching learning activities, such as the teachers’ performance, atmosphere of the class, students’ responses, etc. while also from the evaluation.

4. Reflecting

Reflection is the process which is done by both teacher the writer and the observer; they are analyzing data to determine how far the data collected have shown the success of the strategy in solving the problem. Reflection also shows what factors support the success of the strategy or what other problems may occur during the implementation process. The discussion on data analysis is done under the reflection stage. The analysis of the result of observation is done by comparing the data collected with the target or the criteria of success. 62 Mohammad Adnan Latief, Classroom Action Research on Language Learning Pittsburgh, 2009, p. 7. 36 The reflection stage is aimed at evaluating which criterion or target of success has been achieved, which one has not been achieved, and what are the possible reasons that those targets are not achieved yet. The result of the reflection is used to determine what part of the strategy needs improvement. The strategy is examined to find out how maximum improvement can possibly be made so that when implemented again all the targets of success can be achieved. The revised strategy planning is then implemented again, the result is observed, and then reflected in the second cycle. The cycle is repeated until the implementation of the strategy can achieve all the targeted criteria of success. Below is the brief explanation of what the writer does within these four phases in two cycles. Go to the next page Entering the cycle Preliminary Study  Observing the class  Interviewing the English teacher  Giving questionnaire to the student  Carry out Pretest Analysis and Findings  Analyzing the result of preliminary study  Findings: the students hard to remember the given-word and have difficulty to do the exercise. Causes: - The student bored easily and lazy to remember the given-vocabulary because teacher plays less such a creative technique. - Teacher gives the new word rarely which related to the topic, so student have lack of vocabulary. Thus, they had difficulty to do the exercise 37 Figure 3.2 The Phases of Classroom Action Research Adapted from Kemmis and Mc Taggart  Deciding appropriate strategy  Making lesson plan  Choosing suitable materials, teaching aids and instrument  Setting the criteria of success  Identifying the problem from students  Revising lesson plan and the teacher performance  Reselect teaching aid that will give an ease for students ’ task  Evaluating teaching learning process 2  Discussing the result, if the s tudents’ test result has reached the criterion of the action success, the cycle would be stopped.  Making the report  Observing the teaching learning process  Collecting the data students’ post test 1 score and field note  Evaluating teaching learning process  Analyzing the collected data  Determining whether the action is successful or not  Implementing the lesson plan teaching vocabulary by using Semantic Mapping strategy to enrich students’ vocabulary  Implementing the new lesson plan  Using dictionary to help the student doing the task, also use the „moving class’ to motivate student and get the new atmosphere  Observing the teaching learning process 2  Calculating the post test 1 and 2 to see the improvement C Y C L E 2 C Y C L E 1 38

E. Researcher’s Role on the Study