In presenting the data of the interview, the researcher used coding. It was used to make the researcher easier to categorize some aspects that were going to be
analyzed. The way of presenting the interview data was described as shown in the table below.
Table. 3.5. The Way of Presenting Data Interview
Code Explanation
[ti.1.all.st.] Transcript of Need Analysis Interview 1
[ tri.1.hand] Transcript of Reflection Interview 1_1Handy
[tri.2.Hand] Transcript of Reflection Interview 2_2Handy
[tri.3. Hand] Transcript of Reflection Interview 3_3Handy
[ tri.1.Esti] Transcript of Reflection Interview 1_1Esti
[tri.2.Esti] Transcript of Reflection Interview 2_2Esti
[tri.3.Esti] Transcript of Reflection Interview 3_3Esti
[ tri.1.Aji] Transcript of Reflection Interview 1_1Aji
[tri.2.Aji] Transcript of Reflection Interview 2_2Aji
[tri.3.Aji] Transcript of Reflection Interview 3_3Aji
[ tri.1.Sans] Transcript of Reflection Interview 1_1Sansan
[tri.2.Sans] Transcript of Reflection Interview 2_2Sansan
[tri.3.Sans] Transcript of Reflection Interview 3_3Sansan
[tri.1. all.st] Transcript of Reflection interview 1 _ all students
[tri.2. all.st] Transcript of Reflection interview 2 _ all students
[tri.3. all.st] Transcript of Reflection interview 3 _ all students
[l.Im.1] Learning Improvement number 1
[l.Im.2] Learning Improvement number 2
[Sug.1] Suggestion number 1
[Sug.2] Suggestion number 2
[Adv.1] Advantage of CALL number 1
In analyzing data of interview, the researcher presented the data like the following. It is the direction of reading the code.
[2[tri.1.Esti][L.Im.1]]
[2[tri.1.esti] Appendix 2, Transcript of Reflection Interview 1; name of
participant: Esti [L.Im.1]
Esti’ statement in learning improvement number 1
Table. 3.5. The Way of Presenting Data Interview Continued
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CHAPTER IV RESULTS AND DISCUSSIONS
This chapter contains the result of the study which is followed by the discussions of the study. The results consist of the initial data analysis which covers
all the activities which was done to collect data from the students in order to get real problems and the action research cycles which cover the activities in teaching
learning reading using CALL. Each cycle consists of material, learning process, reflection, test result and planning for the next cycle. The discussions consist of the
learning process improvements and learning result of the action research.
A. Results
The results of the study contain initial data analysis and action research cycles. They discuss the actions which were done the researcher.
1. Initial Data Analysis
Before applying the action research, the researcher had done a survey to identify the detail condition of the class. Those are the interview, observation, questionnaire
and pre-test. Those were done to indentify the real problem of reading skill.
a. Observation before Action Research
Before implementing the action research, the class was observed during the teaching learning process. It was held on Monday, February 2015. The observation
was done only once because the researcher actually had taught the students in the first semester, meanwhile, her colleague taught them in the second semester. So, the
researcher collaborated with her colleague in observing the class and sharing the ideas what the class should be treated. In the action, the researcher herself did the
action in action research. The colleague became a sharing partner after the action was done.
The results of the observation were shown that there were some impropriate attitudes which were done by the students. In reading lesson, the students usually had
already got their reading text and exercises before. The teacher gave the pre-reading activities by asking what they had in mind if the title of the text like that. Some active
students answered it variously. Then, after they got an overview of the text, the teacher asked the students to read silently the passage and directly did the exercises
which were given in a photocopied paper. When doing the exercises, it can be seen some students who lacked in understanding of the text asked the teacher the difficult
part, some of them look up the dictionary or goggling through internet. On the other hand, some students who were passive were only sat down copied their friend’ works
because they were worried if the exercises would be submitted, some of them talked another business with their friend and the rest played the pencils.
In general, during the teaching learning process in the classroom, the teacher was active in the pre-reading activities to attract and focus their attention. In while-
reading activities, the teacher merely requested them to read the text then they had to answer the questions based on the text. They often lost focus and considered reading
was not interesting. In that condition, they were difficult to grasp the meaning and analyze the text because of their difficulties in comprehending it. Consequently, some
students did not practice reading seriously. They preferred to do other business than do reading practices.
