37
B. Research Setting
The research was conducted in SMA N I Kasihan Bantul Yogyakarta, in the even semester of the academic year of 20132014, from April to May 2014.
There were two meetings in a week, on Thursday and Saturday. The researcher conducted the research procedure which the researcher had made before
conducted the research.
C. Research subjects
1. The Teacher
There was only one English teacher in SMA Negeri I Kasihan Bantul as the research subjects in this research. English teacher was interviewed to gather
the information as the research background and preliminary information. The teacher’s opinion was used as the information in this research in developing an
action plan.
2. The Students
This research was conducted in SMA Negeri I Kasihan Bantul in XI IPA I class. The participants of this research were 32 students in XI IPA I of SMA
Negeri I Kasihan Bantul in the academic year of 20132014. They consisted of 32 students: 10 male and 22 female students.
38
D. Research Instruments and Data Gathering Techniques
In this research, the researcher used three kinds of the research tool. They were questionnaire, observation, and test. Ary et al. 2010 stated
“The most widely used in qualitative research are interviews, document analysis and
observation” p. 220. In this research, the researcher used interview, questionnaire, oberservation checklist, field notes, and als
o students’ reading test to gather data in classroom action research.
1. Interview
The researcher conducted interview with English teacher to find the depth information in preliminary information gathering. Interview was conducted for the
English teacher who taught the certain class this was used as the research participants. The aim of the interview was to know deep about reading problem in
teaching English as foreign language teaching. Moser and Kalton 1971 as cited in Bell 2010 defined that interview wa
s “Conversation between interviewer and respondent with
the purpose of eliciting certain information from the respondent” p. 161. The conversation between interviewer and respondent was the way to
gather information from the respondents. Ary et al. 2010 stated “Interview is
used to gather data from people about opinions, beliefs, and feelings about situations in their own word” p. 438.
In this research, the researcher used semi or partially structured interview. Using semi or partially structured interview meant the list of question which was
used in this research was formulated before conduct the interview but the format
39 of the question may be modified during the interview. Burns 2010 also added
some information about using semi or partially structured interview. According to Burns 2010 semi or partially structured interview meant using set of topics that
you wanted to explore and you also had developed some specific questions. Burns 2010 also argued that the advantages using this type were having deep
and rich information.
2. Questionnaire
In this research, the researcher used a questionnaire as one of the research instruments. Ary et al. 2010 argued
that “Questionnaire is instrument in which respondents provide written responses to questions or mark items that indicate
their responses” p. 648. It was distributed to all of the students in XI IPA I of SMA Negeri I Kasihan Bantul which was used as the research participants and
setting in the end of each cycle. Ary et al. 2010 stated that there were two types of format of questions: closed ended questions and open ended questions. In this
research, the researcher used closed ended questions. Ary et al. 2010 added that “Close ended questions are used when all posible, relevant responses to questions
can be specified, and the number of possible responses is limited” p. 391. In this research, the researcher designed a questionnaire to evaluate
students’ motivation in studying English especially in reading activities. The responses to the items were measured by a Likerts type scale ranging from
1strongly disagree to 5 strongly agree. Mills 2011 argued that likert scale was asking the students to give their responses to a series of statements. Dornyei
40 2003 as cited in Burns 2010 stated that the result of questionnaire consists of
three types of information: factual or demographic who the interviewees are and their backgroundexperiences, behavioural what they do or did in the past,
attitudinal attitudes, opinions, beliefs, interest, values. In this research, the researcher used rating scales as the types of items in questionnaires. Burns 2010
explained rating scales was the most common way in questionnaire to ask people in giving the degree of their responses of certain statements by circling or ticking
the scale. The researcher prepared 17 statements that showed of the students’
responses toward the use of authentic texts to improve the students’ motivation in
reading hortatory exposition.
3. Observation
In this research, the researcher used both of quantitative and qualitative research tools in observation. Ary et al. 2010 argued
, “Observation is used both quantitative and qualitative research” p. 216. The researcher conducted
observation using observation checklist and field notes.
a. Observation Checklist
Observation checklist was the tool in conducting the observation. Ary et al. 2010 argued that the main
purpose of direct observation was “To determine the extent to which a particular behaviours is present” p. 216. When the
researcher conducted an observation, the researcher collected the data which was useful in reflecting. In conducting observation, the researcher used some devices
41 to gather the data. Ary et al. 2010 stated,
“The simplest device used is a checklist, which presents a list of behaviors that are to be observed” p. 217.
Using observation checklist as tool in research meant using checklist of some partipants’ behaviours. Burns 2010 described observation checklist was one of
devices in quantitative research. The observation checklist consisted of some list of behaviour. In this research, the researcher used observation checklist as the
research tools in gathering the data. Burns 2010 stated that “Observation
checklists are used in systematic or structured observation” p. 62. This
observation was systematic or structured observation because the researcher prepared the checklist of several behaviours before conducted the observation.
Schunk et al. 2008 argued that motivated students show their interest in activities, worked diligently, felt self-confident, did the tasks, and performed well.
In this research, the researcher prepared 11 checklists of several students’
behaviours. Those several behaviours could be seen in table 3.1.
Table 3.1:
Observation Chec klist Based on Keller’ Theory ARCS
Criteria Students’ Behaviours
Percentage Attention
Students enter to the class on time. Students pay attention to the teacher’s explanation.
Students do the first task. Students follow the learning instruction.
Relevance Students share their idea or experience during the
discussion. Using the dictionary.
The students speak in English most of the time. Confidence
Students do the second task. Students do the third task individually.
Students are active to answer and ask in reading class.
Satisfaction The students can cooperate with other students in
working in a group. The students show their enthusiasm in reading class.
42 There were some principles in observation. Burns 2010 also presented
some principles of observation in action research: focus, objective, reflective, documented, evaluated, and re-evaluated. Burns 2010 stated focus means
seeking the specific information. Objective was observing all the research participants not only person in research setting Burns, 2010. Burns 2010
explained documented was one of priciples in observation. According to Burn 2010 documented was making notes or record of the specific information. The
last principle was evaluated and re-evaluated.
b. Field Notes
In this research, the researcher made field notes based on hisher observation during implement the action. Field note was one of the instruments
which were usually used in observation. Ary et al. 2010 proposed ,”Field note is
the most common method of recording the data collection during observation” p. 431. Burns 2010 also added the idea about field notes. Burns 2010 stated not
all of the observation data in numeric; some of them were descriptive and narrative. Using field notes in research needed some steps in organizing the notes.
Marshall and Rossman 2006 as cited in Ary et al. 2010 stated that in organizing and note management, field notes contain what the researcher has seen
and heard: 1 descriptive part includes research setting, research participants’
reactions during the action, and some events which is done by the researcher and research participants during the action, 2 reflective part includes the observers’
43 feelings or impression about the events, their comments on the research method,
decisions, and problem during the action.
4. Test
The researcher used a reading comprehension test. Ary et al. 2010 argued that “Test is a set of stimuli presented to an individual in order to elicit responses
on the basis of which numerical scores could be assinged ” p. 201. This
instrument was used to measure the students ’ comprehension skills. This test was
the achivement tests. Ary et al. 2010 add ed that “Achivement tests are used to
measure what individual have learned” p. 201. The test were in the form of essay and multiple choice questions that were related to the hortatory text which
given each of the meeting. In each meeting, the researcher gave a hortatory text and an answer sheet to each student. They were given about twenty-thirty minutes
to read the whole hortatory text and also do the task. By doing the test the researcher knew
the students’ ability in reading. The result would determine whether the use of authentic texts in studying English in order to encourage
student s’ reading motivation was successful or unsuccessful.
E. Data Analysis Technique
In this research, the researcher used multiple sources of data in order to get valid and reliable data. The researcher used the numeric data on : observational
checklis t, students’ reading scores, and students’ result on questionnaire; and
descriptive data on field notes. In this research, the researcher used measures of
44 central tendency in calculating numeric data: obervational checklist result,
students’ reading test scores, and students’ responses on questionnaire. The researcher used central tendency in order to get single scores that could give an
indication of the students’ reading motivation during the implementation of the method. Ary et al., 2010 state the formula of central tendency. It could be seen
in figure 3.1.
X
= mean Ʃ = sum of
X = raw scores N = number of cases
Figure 3.1: The Formula of Central Tendency
The researcher also used percentage in calculating the result of observation checklist. Mertler 2012 stated that in using percentage, th
e number of students’ answers were divided by the number of respondents and then are multiplied by
one hundred for each response. The central tendecy formula was combined with percentage which was used to obtain the percentage
of students’ motivation on the observation checklist. The formula
of central tendency in percent for calculating the
result of the observation checklist could be seen in figure 3.2.
X
X
45
X
= mean of motivated students in percentage Ʃ = sum of numbers of motivated students
X = raw scores of the number of motivated students N = number of present students
Figure 3.2: The Formula of Central Tendency in Percent for Calcukating Observation Checklist
In this research, the researcher also used grouped data distribution in presenting the result of observation checklist. Best 1981 stated
that “Data can be presented in frequency tables with different class intervals, depending on the
number and range of the scores s” p. 223. The researcher classified the grouped
data distribution which was the result of observation checklist. In the previous steps, the researcher grouped data in intervals of twenty five: 25, 26-50,
51-75, and 76-100. The next step was classifying the data as four categories of increasing motivation according to the class interval of the result of
the observation checklist: very low motivation 25, low motivation 26- 50, moderate motivation 51-75, and high motivation 76-100.
In this research, the field notes supported the observation checklist result. The researcher used field notes as the description the real situation in the
classroom including students’ and teacher’s activities during the implementation of the action. The results were used to know whether the implementation of the
method was successful or unsuccessful based on the observation results. The X
X
46 researcher also gathered the student
s’ result on the questionnaire in order to know the students’ responses on the implementation of the action research. The formula
that would be used to analyze the data from the questionnaire was in figure 3.3.
X
= mean the number of the students who chose the option Ʃ = sum of the number of the students who chose the option
X = raw scores of the number of the students who chose the option N = number of students who was observed
Figure 3.3: The Formula of Central Tendency in Percent for Calculating Questionnaire Results
In this research, the researcher also used grouped data distribution in presenting the result of
the students’ responses on the questionnaire. Best 1981 stated
that “Data can be presented in frequency tables with different class interval, depending on the number and range of the scores
s” p. 223. In this research, the researcher used closed ended questions. The researcher made 17 questions in the
questionnaire which co nsisted of students’about reading, students’ opinion about
using authentic texts in reading class, students’ opinion about teaching material which was available in school, students’ opinion about teaching and learning
activities in teaching English, studen ts’ opinion about using content based
instruction in reading class, students’ opinion about the teacher in reading class, and students’ opinion and feeling in reading class.
X
X
47 In this research, the researcher used likert scales. The responses to the
items were measured by a Likerts type scale ranging from 1strongly disagree to 5 strongly agree. The respondents would give their responses by choosing the
scales: strongly agree, agree, undecided, disagree, and strongly disagree. The researcher classified the data as four categories of increasing motivation according
to the class interval of the students’ result on the questionnaire: very low
motivation, low motivation, moderate motivation, high motivation, and very high motivation.
In order to know students’ improvement in reading, the researcher also gathered
the students’ result of the reading test and analyzed them to know their progress in reading class. Based on the result of the students’ comprehension task,
the researcher gathered the mean scores and percentage of the students whose mark pass the Englih minimum passing mark MPM, 76. In order to gather the
mean scores of each meeting, the researcher divid ed the sum of the students’
scores by the numbers of the students in the classroom. The formula which was used to obtain the average mark of t
he students’ comprehension task could be seen in figure 3.4.
X
= mean scores Ʃ = sum of the number of the students’ scores
X = raw scores of the students’ scores
N = number of students in the classroom
Figure 3.4: The Formula for Calculating Mean Scores
X
X
48 In order to obtain the classroom percentages of the students whose scores passed
the MPM, the researcher divided numbers of the students whose scores above 76 by the numbers of the students in the classroom. The result then was multiplied by
one hundred percent. The formula for calculating the students who passed the MPM could be seen in figure 3.5.
X
= percentage of numbers of students whose scores above 76 Ʃ= sum of the number of students whose scores above 76
X = raw scores of the students’ mark whose scores above 76
N = number of students in the classroom
Figure 3.5: The Formula of Central Tendency in Percent for Calculating the Students Who Pass the MPM
F. Research Procedure
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