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
students’ response, and the class situation. In addition, the observer also collects the data from the posttest given to the students.
4. Reflecting
Reflecting phase is designed to reflect researcher action in teaching learning process, it is based on data that have been collected. After collecting
data, the writer has to analyze data and reflect with English teacher by using result of the observation. The teacher and English teacher will discuss and
analyze the data of teaching-learning process and also identify less of teaching Simple Past Tense by using narrative text and how to improve it at classroom.
However, if there is found problems it should move to the next
cycle regarding re-planning, re-acting, and re-observing. Consequently, the writer and the teacher should work out uncompleted problems that have been
solved yet.
CYCLE II 1. Planning
In cycle one, the writer identifies and analyzes the issue then finds the problems based on issue that are appeared in the classroom. So, in this
phase the teacher will revise and modify lesson plan and reselect narrative text material that will be taught selectively.
2. Acting
In this phase, the writer taught the lesson based on lesson plan has been modified. The writer explained the Simple Past Tense pattern and some
examples and then gives narrative text and the students have to analyze the schematic structure, language feature that consist of Simple Past Tense. After
that, the writer gives the students exercises related about Simple Past Tense. Then the writer asked to read the text carefully, and asked the students about
schematic structure of narrative text from that passage. The question has done in pairs.
3. Observing
In this phase, after the teacher does the acting in cycle II, she observes and notices all of activities that occur in the classroom. The writer
also notices the class situation using the field note and structured observation sheet.
4. Reflecting
Reflecting phase is designed to reflect the writer’s action in cycle II, it is based on data that have been collected. The writer has to analyze data
and reflect with English teacher by using result of the observation. The writer also analyzes observation data, interview data, pretest and posttest based on
criteria success. If the result of cycle II has reached the main goal, thus the writer should stop her research. In the other hand, if the result of cycle has not
reached the main goal, thus the writer has to direct to the next cycle until the main goal is reached.
9. The Trustworthiness of study
In analyzing the test items, there are two ways that will be used to know the trustworthiness of the data, and it is explained as follows:
1. Discriminating Power
The discriminating power of a test item is an index that shows its ability to differentiate between pupils who achieved well the upper group and those
who have achieved poorly the lower group. It is supported by the theory of Norman E. Gronlund in his book, Constructing Achievement Test, he stated that
“discriminating power is the comparison between the number of students in the upper group and lower group who answered the item correctly
”.
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To find out the discriminating power index, it will be used the following formula:
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Norman E. Gronlund. Constructing Achievement Test, New Jersey: Prentince-Hall, Inc. 1982 , p.103
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Norman E. Gronlund. Constructing...
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