P : percentage of students’ improvement y : pre-test result
y2 : post-test 2
H. The Validity of Data
Validity is an essential criterion for evaluating the quality and acceptable of the research. Regarding validity in action research, the writer adopts Anderson,
Herr, and Nihlen’s criteria that mention the validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and
dialogic validity.
8
In this study, the writer uses democratic, process, and dialogic validity. Anderson defines outcome validity as:
Outcome validity requires that the action emerging from a particular study leads to the successful resolution of the problem
that was being studied, that is, your study can be considered valid of you learn something that can be applied to the subsequent
research cycle.
9
Based on the explanation above, the outcome validity could be seen from the result of the test. When the result of cycle two is better than cycle one, it means
that the study is successful. Then, Process validity is “the validity that requires a study has been conducted in a “dependable” and “competent” manner.”
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It could be seen from the outcome of observation. In this case, the writer notes all events
happening during the CAR. When there might have some mistakes in the method of teaching, then the writer discusses with the teacher to modify the further
strategies. Next, the dialogic validity; “it involves having a critical conversation with peers about research findings and practices.”
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In this case, the writer and the teacher discuss and assess the students’ test result of cycle one and cycle two
together. It is done in order to avoid invalid data.
8
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, New York: Prentice Hall, 2003, p. 84.
9
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, …
.
10
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … .
11
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 85.
I. Criteria of the Action Success
CAR is able to be called successful if it can exceed the criteria which have been determined, and fail if it is cannot exceed the criteria which have been
detained. In this study, based on the agreement between the researcher and the teacher, when there is 75 of students achieve any improvement; gaining score 75
seventy five of grammar especially in adverbial clause of time test started from the pre-test until the second post-test in cycle two. It means that this research could
be called success. Then the next action would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
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CHAPTER IV FINDING OF THE RESEARCH
A. Before Implementing the Action
This chapter presents the result of research. In this case, it discusses the way to improve students’ ability in adverbial clause of time through Berlitz
Method at XI IPS II class of SMA N 3 Kota Tangerang Selatan, the 20102011 academic year. Related to the discussion of the result, it was divided into three
parts. Those were before implementing the action, the implementation of the action, and discussion of all the data after implementing the action. There were
three parts related to before implementing the action. Those were interview, observation, and pretest. Those explanations as following:
1. The Result of Interview Before CAR
The interview conducted in this study was the unstructured interview. It was held on Monday, January 10
th
2010 started at 08.00 a.m. and finished at 09.00 a.m. The writer asked to the teacher some questions.
The questions were divided into three categories of questions, involving: the general condition in English class primarily on students’ English
grammar achievement and performance, the difficulties faced by students in their English grammar skill, and the kinds of strategies implemented by
the teacher previously before Classroom Action Research CAR in solving the students’ difficulties in English grammar.
First category discussed the general condition in English class primarily on students’ English grammar achievement of the test. Most of
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