data, which consists of the o bservation of students’ activities and teacher’s
performance during the teaching learning process, the interview before and after Classroom Action Research CAR.
b. Quantitative data comprises students’ score of learning outcome. This
research can be considered success when they have understood simple past tense. The increasing of their achievement can be shown with increasing score
which is gotten by students from pre-test to post-test. The writer used three techniques in analyzing the numerical data as follow:
1 The writer seeks the average of students’ vocabulary score within pre-test
and post-test of every cycle by using the formula:
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_
∑x X = ──
n _
X : mean x : individual score
n : number of students 2
The writer seeks the class percentage which passes the KKM score 70 by using the formula:
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F P = ── X 100
N
P : the class percentage F : total percentage score
N : number of students
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Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002, p. 67.
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Anas Sudijono, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008, p. 43.
3 To know whether any improvement or not in students’ score, the writer
analyzes their score from pre-test up to post-test score in cycle 2 by using the formula of Gronlund is the pre-test subtracted with the post-test.
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G. Action Research Procedure:
This research is Classroom Action Research CAR, which is done to solve the instructional problems. Classroom Action Research CAR is a form of self-
reflective inquiry undertaken by participants in a social including educational situation in order to improve the rationality and justice of: a their own social or
educational practices; b their understanding practices; and c the situation in which practices are carried out.
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CAR is the type of research that could offer a procedure to improve and enhance the professionalism of teachers in teaching and learning in the classroom by
looking at various indicators of the success of learning processes and outcomes that occur in the students. In other words, through the CAR teachers can improve learning
practices to become more effective. Action research is classroom-based research conducted by teachers in order to
reflect upon and evolve their teaching. It is a systematic, documented inquiry into one aspect of teaching and learning in a specific classroom. The purpose
of teacher research is to gain understanding of teaching and learning within
one’s classroom and to use that knowledge to increase teaching efficacy or student learning. Reflective teachers do this every day, only not as carefully
and systematically. With training and support, you can learn how to systemize your inquiry from informal reflection and teacher story sharing to formal
research.
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Robert L. Linn and Norman E. Gronlund, Measurement and Assessment in Teaching. New Jersey: Prentice Hall, 1995, p.349
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Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru, Jakarta: Rajagrafindo Persada, 2008, pp. 45-46
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Jannifer Kevorkian, Conducting Action Research in Foreign Language Classroom. New York: Northeast Conference, 1998, p. 1.
It means that classroom action research is an on-the job problem, problem- solving, action and improvement-
oriented. Cohen and Manion said that it’s a situational, contextual, small scale, practice, flexible, adaptive, self-evaluation and
participatory research. The writer concludes that classroom action research is formative, subjective, interpretive, reflective, and experiential model of an education
research based on an inquiry that arises during teaching learning activities. Dave Ebbutt cited in Hopkins, 1985 said that action research is about the
systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their own reflection upon the
effects of those actions
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. So, the researcher can see the improvement from the action that he does, the result of what he did whether it is successful or not. While, Jhon
Elliot defines action research as: “Action research is the process through which teachers collaborate in
evaluating their practice jointly; raise awareness of their personal theory; articulated a shared conception of values; try out new strategies to render the
values expressed in their practice more consistent with educational values they espouse; record their work in a form which is readily available to and
understandable by other teachers; and thus develop a shared theory of
teaching by research practice.”
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Based on the definition above, Classroom Action Research is an effective medium in improving the quality of English teachers’ performance in instruction as
well as students’ achievement in learning English in classroom. In Classroom Action
Research, English teacher assesses the effectiveness of their teaching activities and plan the improvement based on the result of the assessment. Classroom Action
Research for English instruction is aimed at developing innovative instructional strategy that can help enhance the success in students’ learning English.
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Suwandi, Sarwiji, Penelitian Tindakan Kelas PTK dan Penulisan Karya Ilmiah Surakarta: Yuma Pustaka, 2010, p. 9
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Mark R. Young and Collegue, Journal of Instruction Pedagogies, Action Research: Enhancing Classroom Practice and Fulfilling Education Responsibilities. P. 1.
