To identifying improvem ent of students’ score from pretest up to posttest
score in cycle I and cycle II, by using the formula:
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P : percentage of students’ improvement
y : pre-test result y1 : post-test 1
P
: percentage of students’ improvement y : pre-test result
y2 : post-test 2
7. Design of Classroom Action Research
According to Niff, “CAR encourages teacher to be reflective of his own practice in order enhance the quality of education for himself and his pupils.”
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It means that CAR is one of researches that requires teacher to practice and give him
or her new opportunities to reflect on and asses their teaching. In this design classroom action research CAR, the writer used Kurt
Lewin s’ design, this concept consists of planning, acting, observing, and
5
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa:
Department of Physics and Astronomy, 2008, p.3.
6
Jean Mc Niff, Action Research: Principles and Practice, New York: MacMillan Education Ltd., 2002, p. 1.
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reflecting
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. The relationship among those concepts formed one cycle. Basically, amount of cycle depends on with the issue or issues happened in teaching and
learning activities and also the achievement. The writer describes the scheme of action research designed by Kurt Lewin
s’ design.
Figure 4.1 Kurt Lewins
’ Action Research Design
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Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru, Jakarta:PT Raja Grafindo Persada, 2008, p. 42
Planning
Cycle I
Planning Reflecting
Acting
Observing
Reflectin
g
Observing Cycle II
Acting
8. The Classroom Action Research Procedures
Based on the design above, the researcher decides to use two cycles in
her action research, each cycle consists of four phases. Those are planning, acting, observing, and reflecting. The research will be probably found a new problem or
the previous unfinished problems yet. Therefore, it is necessary to continued to the second cycle in line with the same concept of the first cycle. Here are the
explanations of its phases.
CYCLE I 1. Planning
In this phase, the writer as English teacher makes lesson plan based on the issue in classroom, chooses the topic based on syllabus, reviewing
related literature, the writer also makes the evaluation to know students’
achievement at the end of cycle, and then prepares the instrument to notice all activities in the classroom. In this cycle, the writer decides to choose two
meetings.
2. Acting
In the acting phase, the writer implies the planning that is made by her. The writer gives material based on the lesson plan that has been made.
Later, the writers begin the research process more deeply based on her lesson plan. The teacher presents the topic that will be learned by using narrative
text, explained the material and gave students exercises. Then, at the end of this phase, the writer gives a pretest to students.
3. Observing
During the writer conducts the activity in the classroom, the teacher as an observer, observes and records all of activities using the field note and
structured observation sheet. It may be about the teacher’s performance, the students’ activity, the students’ participation, the students’ attention, the
