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Second, the students of this class had low motivation in learning, especially English subject. It could be seen from their English score in the final examination.
D. Research Procedure
The model of classroom action research used in this study is based on the model developed by Kemmis and McTaggart in Burns 2010: 7 who state that
major authors in this field are: action research typically involves four broad phases in a cycle of research. The first cycle may become a continuing, or
iterative, spiral of cycles which recur until the action researcher has achieved a satisfactory outcome and feels it is time to stop.
Kemmis develops this model based on the Lewin‟s original concept in Burns 2010: 9. Those steps can be illustrated as follow:
My inquiry questioning is disrupted by my need to keep
control in ways the class expects.
PLAN
A CT
OBSERVE RE
F L
E CT
A CT
OBSERVE RE
F L
E CT
REVISED PLAN
Shift questioning strategy to encourage students to explore
answer to their own questions
Use fewer control statements for a couple of lesson.
Continuou general aim, but reduce
number of
control statements.
Shift questioning strategy to encourage students to explore
answer to their own questions My students think that science
means recalling facts rather than a process of inquiry. How can I
stimulate inquiry
in my
students?change the curicullum? Change my questionaing? Settle
on my questioning strategies? Tape-record
questions and
responses for a couple of lessons
to see
what is
happening. Keep notes on my impressions in diary.
Inquiry developing,
but students are more unruly. How
can I keep them on track? By listening to one onather? By
probing their questions? What lessons help?
Tape-record questioning and control statements. Note in
diary effects
on students
behaviour.
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The diagram can be explained as follows: 1.
Identifying problem The teacher identifies the problem before planning the action. The problem
refers to the students‟ difficulties in listening. In this study, the writer did the observation technique to find the problems. The writer observed the learning
activities during the lesson. 2.
Implementing the action a.
Planning In this step the researcher develops a plan of critically informed action to
improve what was already happening. In this step the researcher makes plan to teach by making lesson plan and preparing the materials, pre and post
test. b.
Action The researcher will implement the plans that have been made before. In this
step the researcher implements her teaching by using spot the dictogloss technique.
c. Observing
The researcher observed the effects of the critically informed action in the context in which it occurs. The researcher also observed how the process of
teaching runs, whether it is suitable with the plan or not. In this part the researcher noted everything during the teaching process. In this step, the
researcher was also helped by the teacher as her collaborator. The teacher
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noted events happening in the teaching learning process. The researcher also noted her perceptions dealing with critical events or issues occurring in the
classroom. She will make reflection and interpretation of her teaching in her note.
d. Reflection
Reflection will be done to know the problems and an issue when the action is implemented. If the researcher finds some weaknesses of the activities
that have been carried out in using the technique, the researcher will revise it in the next cycle. The researcher will reflect on these effects as the basis
for further planning in the next cycle. If the progress has reached the standard expected, the cycle will be stopped. The indicator of the standard
expectation is that if the students listening ability has improved. 3.
Doing evaluation In order to make sure whether there is an improvement of the students‟
listening ability or not, the researcher will give the test.
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D. Data and Data Sources
