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action, he did not have the time to analyze the event while it is happening. Therefore when observing, the observer should notice and note all of activities
in the physical classroom. It may be about the teacher‟s performance, class situation, students‟ response, etc. In this phase, it also collects the data derived
from evaluation or post-test.
4. Reflecting Phase
This phase is aimed to restate what has been done. This activity is very appropriately when the teacher completed the action based upon data that have
been collected, and then it is necessary to hold evaluation for completing the next cycle. This phase is carried out collaboratively, that is to discuss further
some problems occurred in the class. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there
still might have found some problems, so it needs to move to the next cycle concerning re-planning, re-acting, and re-observing. Therefore, the unfinished
problems yet could be solved.
F. The Technique of Collecting Data
In collecting data, classroom action research CAR uses qualitative data experience-based and quantitative data number-based. The qualitative data consists
of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-test and post-
test.
2
The completely explanation as follows:
a. Observation
Firstly, the writer uses the unstructured or opened observation. to know the occurrences within learning proce
ss. It may be about the teacher‟s performance during
Classroom Action Research CAR, and students‟ response concerning the use of arrange word game technique. In general, all of the need
2
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, p. 127-132.
32
aspects that should be noticed are to make sure whether the teaching learning processes in line with the lesson plan or not.
b. Interview
Before implementing Classroom Action Research, the writer asks the teacher whether the students have difficulties in learning passive voice of
present continuous tense, and the method or kinds of strategies usually used by the teacher in teaching grammar. The interview also will be carried out after
accomplishing Classroom Ac tion Research CAR to know the teacher‟s
response toward the idea of arrange word game technique. c.
Test The test used in this study is pre-test and post-test. The pre-test is done
before implementing arrange word game technique. It is to measure studen ts‟
understanding in learning passive voice of present continuous tense at first. Meanwhile, the post-test is implemented after using arrange word game
technique. In this study, the test is done in form of multiple choices, true false, matching and arranging word. The test is held on every second action of each
cycle. Next, to know the validity of test items, the writer uses discriminating
power and the difficulty item. The use of discriminating power of the tests item is to know the difference response between the proportions of the high and low
groups to the item.
3
The following is the formula to calculate the discriminating power:
4
3
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, London: Heinle Heinle Publisher, 1998, p.135
4
Wilmar Tambunan, Evaluation of Student Achievement, Jakarta: Depdiknas, 1998, p.139
33
D = The index of Discriminating power. U = The number of pupils in the upper group who answered the item correctly.
L = The number of pupils in the lower group who answered the item correctly. N = Number of pupils in each group.
Then, the discriminating scale uses:
5
DP Remark
0.6 – 1.0
Very good 0.4
– 0.6 Good
0.1 – 0.3
Ok -1
– 0.0 Bad
Furthermore, the difficulty item analysis concerns with the proportion of comparing students who answered correctly with all students who follow the
test. To know the difficulty item of the test, the following formula is used:
6
P = Index of difficulty. R = Total number of students who selected the correct answer.
T = Total number of students including upper and lower group
The following is the criterion of index difficulty:
7
5
J. B. Heaton, Classroom Testing, New York: Longman Inc, 1990, p. 174
6
Norman E. Grondlund, Costruction Achievement Test, New York: Prentice Hall, 1982, p.102.
D = U-L N
P = R T
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ID Remark
– 0.30 High
0.30 – 0.79
Medium 0.80
– 1.00 Low
d. Questionnaire
The questionnaire used after and before CAR. It is to know students‟ response as a subject of study concerning the action. Furthermore, the writer
uses yes no design in making a questionnaire. In addition for the need of the research, the writer had done the validity of the pre questionnaire before CAR
and questionnaire after CAR by using dialogic validity. The followings are the blueprint of questionnaire before CAR and after CAR.
Table 3.2 The Blueprint of Questionnaire before CAR
No Indicators
Number 1
Students‟ respond in learning English grammar. 1-6
2
Students‟ understanding to the material 7-12
3
Students‟ activity in teaching learning process 13-15
Table 3.3 The Blueprint of Questionnaire after CAR:
No Indicators
Number 1
Students‟ response in teaching learning process 1-4
2
Students‟ understanding to the material 5-8
3
The effectiveness of contextual teaching and learning method in teaching learning process.
9-15
7
Suharsimi Arikunto , Dasar-Dasar Evaluasi Pendidikan; Edisi Revisi, Jakarta: Bumi Aksara, 2007, p.210
35
G. The Research Instrument
