Research Method RESEARCH METHODOLOGY

35 teachers chances to “document and reflect” what is going on in the classroom Burns, 1999, p. 80. In this observation, the researcher used observation sheets and field notes as the instruments. The researcher was helped by three 3 peer-observers. The observers used the observation sheets to record all activities in the class. The researcher adapted the format of the observation sheets proposed by Leedy and Ormrod 2005. Five columns described the time, the activities, attitudebehaviorresponse, and observer’s comments OCs respectively. In the second column, the order of the activities had been provided. Thus the observers filled in the attitudebehaviorresponse of the students and the teacher. The observers wrote any detailed descriptions of instructions, interactionsconversation, direct quotes, and verbal and non-verbal communication from the students and the teacher. The last column was observer’s comments OCs. It was to record the observer’s interpretation toward the activities happened Bogdan Biklen, 2007. The benefit of using this format was that the researcher would have a sequential plot and complete events since the format was like a timetable. Sometimes, the issue of subjectivity also appeared in observation; whether the notes were pure events or the observer’s viewpoint. Adding OCs was then considered crucial so that the observer and researcher could distinguish the “actual activities from what the observer thought ” Mertler, 2009, p. 108. Besides, the researcher conducted direct observation and recorded what she had done. Since the researcher taught in the class, researcher did not have 36 time to fill in the observation sheets. Thus, the researcher used field notes to summarize what happened in the class. Field notes basically are the descriptions of the events happening in the class. They commonly include “non-verbal information, physical settings, group structure, and records of conversati on” among participants Burns, 1999, p. 87. Hence, the field notes from the researcher were complementary to the observation sheets from the observers.

2. Tests

The use of tests in this study was very essential since these instruments enabled the researcher to see whether or not the Venn diagram strategy succeeded in improving reading comprehension. Tests are needed to assess achievements, mastery, to diagnose weaknesses, and difficulties Kemmis McTaggart, 1988. The researcher also found tests important because the Venn diagram strategy was intended to aid students in activating their prior knowledge. Whether the activation succeeded or not, the most obvious result could be seen through their test scores. The researcher administered a test in both cycles. The types of tests were multiple-choice items and short essay questions. The researcher had considered their strengths and weaknesses so that these two types could complement each other to be a well-constructed reading test. Marshall and Hales 1972 state that multiple-choice is “the most flexible and versatile of all selection- type examinations” p. 46. In terms of scoring, multiple-choice items could be scored quickly and objectively. However, multiple-choice PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37 items may not be able to measure the students’ ability to clearly express their answers. In regard to the weakness of multiple-choice items, the test also utilized essay items. In the test, the essay questions were in the form of extended answers. Extended- answer questions are essay items which require “long responses” and supposed to be used “only to measure higher-order mental processes” Marshall Hales, 1972, p. 29. This was thought to be suitable with senior high school students. It also suits the nature of analytical exposition texts which expresses opinions and attitude on certain issues or even evaluates policies. In answering extended-answer questions, students were expected to produce words which were not explicitly stated in the text. It was supposed to be their own opinions or arguments related to the issues being discussed. Regarding with types of reading comprehension questions, the researcher had designed questions with complementary types as shown in the Table 3.1. Text Levels of Comprehension Literal Inferential Critical Creative Text 1: Gay Marriage Should be Justifiable 3, 5 1, 2, 4 6 7 Text 2: Why Finland’s Schools are So Successful 3, 5 1, 2, 4 7 6 Table 3.1. Types of Reading Comprehension Questions