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d. Reflecting Phase
The object of this phase is to see the impact of all actions that have been done in the previous phases. In this phase also, the writer and
the teacher collaboratively evaluate the results which are coming from the data that have been collected through the observation, and then
decide whether they will continue to the next cycle or not by considering if there still found any problem; if there is, so it is
necessary to move to the next cycle.
G . Instrument of the Research
The research instruments that are used for this study inspirited by experimental design are a observation, b documentation, and c evaluation or
test. Observation is used to observe the teaching learning process conducted by
the English teacher in the classroom including English teacher’s activity, the book used by English teacher and students, problem faced by English teacher in
teaching the passive form of Present Continuous T ense, teacher’s performance
including their methods and the evaluation used by the English teacher. Documentation is used to complete the data such as the teaching
preparations made by the English teacher, and the kinds of media were used by the English teacher in teaching learning activity. It is carried out by copying the
teacher’s documentations of the teaching preparations and kinds of media were applied in teaching and learning activities.
Test is used to know how well the students have already mastered the passive form of Present Continuous Tense and it is also to prove the significances
of using pattern drill.
H. The Technique of Collecting Data
This research is using qualitative experience-based and quantitative number-based in collecting the data. The qualitative data consists of
interviewing the English teacher at the beginning and the end of research, and
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observing the teaching-learning process in the classroom in the middle of action phase. Mean while, the quantitative data uses pre-test and post test.
2
The more explanation is as follows:
1. Interview
Before and after applying the Classroom Action Research CAR in the classroom, the writer makes a schedule to interview the teacher.
The first interview, that is going on before implementing CAR, is aimed to identify students’ difficulties in learning grammar, students’ response in
learning activity, and the method or strategy that is usually used by the teacher in teaching grammar. Mean while, the interview that is held at the
end of CAR, head for knowing the teacher’s response 2.
Observation To know all the activities that happened in the class room,
including class situation, teacher’s performance, and students’ feedback in teaching learning activities during the implementation of pattern drill in
teaching the passive form of Present Continuous Tense Classroom Action Research CAR, the writer carries out the observation. It is also been done
to know whether or not the process of teaching learning activity is still in line with the lesson plan.
3. Test
The writer uses pre-test and post- test to know the students’
progress. Pre-test is done before applying the pattern drill technique. It is aimed to measure student’s initial ability in understanding the passive form
of the Present Continuous Tense. Whereas, the post-test is held after implementing the pattern drill technique, it is head for knowing whether
the students’ result show any progress toward improvement or not. In other words, the post-test is done to prove that the technique has been succeeded
in improving students’ understanding.
2
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, p. 127-132.
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I. Technique of Analyzing Data.
J. The analysis qualitative data used in this study is the observation of
students’ activities during teaching learning process, and the interview before and after Classroom Action Research CAR. In this case, the
writer collected the entire data which have gained. In analyzing the numerical data, first the writer tries to get the average of students’ reading
score per action within one cycle. It is used to know how well students’
score as a whole on reading skill. It uses the formula:
3
_
X : mean
x : individual score n : number of students
Second, the writer tries to get the class percentage which pass the minimal mastery level criterion KKM considering English subject gains score 70
seventy which is adapted from the school agreement at SMK Bina Insani Tangerang since 2008. It uses the formula:
4
P : the class percentage F : total percentage score
N : number of students Third, after getting mean of students’ score per actions, the writer
identifies whether or not there might have students’ improvement score on
3
Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002, p. 67.
4
Anas Sudijono, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008, p. 43.
_
∑x X = ──
n
F P
= ── X 100 N
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reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:
5
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
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.
y1 - y P =
─── X 100 y
y2 - y P =
─── X 100 y
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CHAPTER IV RESULT AND DISCUSSION
