4 Reflecting Phase
According to David Kember in this phase many teams talked about their experience of self-reflection:
This is another example of the process being an outcome. Firstly the process of reflection led to insights into better approaches to teaching and a
greater understanding of student learning. Secondly and perhaps more importantly by engaging in this collective reflection the participant realized the importance of
reflecting on their teaching and hopefully should adopt a reflective stance in the future: data collected enabled reflective on teaching styles and obstacles to
learning.
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G. Technique of Collecting Data
In this research the writer using qualitative data experience based and quantitative data number based. In developing the data base from which to make
a representation you will be involved primarily in: observation, interviewing and
uses pre-test and post-test. These three will be briefly outlined in turn.
1 Observation
Observation is more than just looking and seeing. The task of observation is to be able to represent a social scene in a way
which is recognizable to the actors involved, is considered valid and a true representation of their action. The problem here
is the issue of what is meant by valid and true. In this case the teacher to know about class situation as vocabulary activity,
and student‟s response concerning the use of pictures. 2
Interviewing Much of my data will probably be collected by interview.
The interview also will be carried out after accomplishing CAR to know the teacher‟s response toward the idea of pictures.
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David Kember, Action Learning and Action Research,London: British Library 2000, p. 125
3 Test
In this study the writer used pre-test and post-test. Testing refer to improved scores on a post-test resulting from subject
having taken a pre-test. In other words, taking a pre-test may improve performance on a post-test, regardless of whether there
is any treatment or instruction in between.
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The pre-test is done before implementing pictures. Meanwhile, the post-test is
implemented after using pictures.
H. Technique of Data Analysis
In this study to analyzed data the writer used the analysis qual
itative is the observation students‟ activities during teaching learning process in the classroom, and the interview before and after CAR. The
first data the writer tries to get the average of students‟ vocabulary score per action within one cycle. It uses the formula:
X : mean
X
: individual score n : number of students
Second, the writer tries to get the class percentages which pass the KKM 65. It uses the formula:
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David Kember, Action Learning and Action Research,London: British Library 2000, p. 266
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Anas Sudjiono, pengantar Statistik Pendidikan, Jakarta: PT.Raja Grafindo Persada,2008, p.43
X = ∑x n
P : the class percentage F : total percentage score
N : number of students Th
ird, after getting mean of students‟ sore per actions, the writer identifies whether or not there might have students‟ improvement score
on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:
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P : Percentage of students‟ improvement y : pre-test result
y1 : post-test 1
P : Percentage of students‟ improvement y : pre-test result
y2 : post-test 2
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David E.Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Score, Iowa:
Department of Physics and Astronomy,2008, p.3
P = F x 100 N
P = y1 – y
X 100 y
P = y2 – y
X 100 y
I. Validity of Data
Validity means testing what you are purposed to test and not something else. The goals of project are normality related to learning outcomes, which is
what assessment determines. Tests, examination and continuous assessment can provide valuable data for action research. The process of validity a test of a
conduct is by no means an easy task. In this case, the steps involved in determining concurrent validity are as follow:
1 Administer the new test to a defined group of individuals.
2 Administer a previously established, valid test for acquire such
scores if already available to the same group, at the same time, or shortly thereafter.
3 Correlate the two sets of scores.
4 Evaluate the result.
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Regarding validity in action research, the writer adopts Anderson, Her, and Nilhen‟s criteria that mention the validity of action research including democratic
validity, outcome validity, process validity, catalytic validity, and dialogic validity
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. In this case, the writer and teacher discuss and assess the students‟ test result of cycle one and cycle two together. It is done in order to avoid invalid data.
J. Trustworthiness of study
