CYCLE 1
CYCLE 2
Figure 4.1 Kurt Lewin’s Action Research Design
Adapted from Wijaya Kusumah, 2009
Acting
Observing Acting
Reflecting Planning
Reflecting Planning
Observing
CYCLE I
CYCLE II
Figure 4.2 The Activity Phases of CAR modified by the writer
The teacher designs lesson plan.
The teacher prepares materials, topic and media.
The teacher prepares the form of observation.
The teacher prepares the evaluation and post-test I.
The teacher carries out acting phase based on
lesson plan prepared in planning phase.
The teacher teaches the positive and negative
sentences in simple present tense.
The teacher ask students to answer the questions.
The teacher and the observer discuss the result
of the cycle 2, if it is achieve the criteria of
action success, the next cycle is stopped.
The teacher observes the students’ activity and class
situation, she also rewrite other information on the
field note.
The teacher gives the post- test II after the final cycle
2. The teacher conducts the
new lesson plan, she teaches a new materials
about the interrogative and functions of simple present
tense. The teacher and the
observer revise the lesson plan, reselect the material
and topic. The teacher prepares the
form of observation Prepares the form of
evaluation and post-test II. The teacher and the
observer discuss collaboratively about
students’ achievement and the result of acting phase.
The teacher and the observer evaluate the
teaching and learning process.
The teacher revises the action planning.
The teacher observes the students’ activity, the
answers and pronunciation, the class condition. Then
she writes other additional information on the field
note.
The teacher gives a post- test I after conducting the
last cycle 1.
Based on the design above the researcher using the Classroom Action Research by Kurt Lewin’s design consists of four phases; planning, acting,
observing, and reflecting within one cycle. To tell what happens in each phase, the researcher would like to give the explanation one by one of the phases in order to
make this research deeper, there are the explanations:
1. Planning
In this phase, the writer and the collaborator make some planning based on the finding of preliminary study.
The purpose of this phase is to develop students’ understanding in using the simple present tense. Before implementing it, the
writer made some planning in this phase, the planning as follows: the researcher and the observer discuss about the steps which must be done in this research and
the researcher makes the activities for teaching learning, such as: prepared the lesson plan based on the indicators, prepared the materials and topic, choose the
drill that used in teaching simple present tense, which is substitution drills, prepared the media to support the teaching learning process, prepared the form of
observation, and then prepared the form of test.
2. Acting
In this phase, the researcher acts as the English teacher who taught the simple present tense through substitution drills, and collaborator acts as the
observer. Based on the planning above the researcher acted the scenario of teaching learning process, with the material which has been planned.
3. Observing
In this phase, the researcher or the teacher writes and observed all the activities that happen in the class. In doing the observation, the researcher used
field note to support the data. It i s about class conditions and student’s participant.
Collecting the data needs observation or assessment format which is arranged to accurate of performing scenario acting from time to time and the impact toward
the process of teaching learning activities in the classroom.
4. Reflecting
Reflecting is a phase for processing the data which the researcher finds when acting observation. It is necessary for evaluation to hold next cycle needs to
be accomplished. The collaboration is done by the researcher and teacher as the observer. His participation in this part just helps the researcher accurate to do
reflecting and evaluating.
G. The Procedures of Data Collecting
Techniques of collecting data used in this study are qualitative data experience-based, it consists of observation, interview and field note. Next
quantitative data number-based, it consists pre-test and post-test, the completely explanation as follows:
1. Observation
The observer conducted the observation directly toward English teaching and learning process in SMPN 6 Depok 20102011 Academic Year before
implementing of The classroom action research to know the students’ and teacher’s problem in teaching learning process. The writer observed students’
understanding in learning simple present tense and the method that used by the English teacher in teaching learning process.
2. Interview
Interview is particularly useful for getting data behind the English teacher’s experiences before classroom action research. It used to know students’
difficulties in understanding of the simple present tense. The interview also will be carried out after classroom action research to know the teacher’s response
toward the idea of Substitution Drills. First interview was conducted to the English teacher on Wednesday 30
th
March 2011, and the second interview was conducted on 13
th
April 2011. 3.
Field notes The researcher used field notes to observe and to know the activities
during the teaching and learning process, such as description of classroom situation, students’ participations, and teacher’s creativity in presenting the
material of the simple present tense.
4. Test
Test is used for getting data of study result and student’s activity in teaching and learning. The tests used in this research are pre-test and post-test.
The pre-test is done before implementing Substitution Drills, the researcher gave 20 items; it consists of 20 items in multiple choices. Meanwhile, the post-test is
implemented after using Substitution Drills. The students would be tested by giving them 20 items; it consists of 20 items in multiple choices. And it was
conducted on every second meeting of each cycle.
The test is used to measure students’ understanding of the simple present tense and to know the effectiveness of substitution drills to improve students’
understanding of the simple present tense.
H. The Technique of Data Analysis
The researcher tried to get the mean of student’s score in learning simple present
tense in analyzing the numerical data. It is used to know the students’ understanding and mastery about the material that has been taught. It used the
formula:
2
X = x
n
X = Mean
x = Individual score
n = numbers of students.
To get the class percentage which passes the minimum mastery criterion- Kriteria Ketuntasan Minimal KKM 65 sixty five, the researcher uses the
formula:
3
2
Sudjana, Metode Statistika, Bandung: PT. Tarsito, 2002, p.67.
3
Anas Sudijono, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008, p.43.
P = F X 100 N
P = The class percentage F = Total Percentage score
N = Number of students The last, in analyzing students’ improvement scores from pre-test up to
post-test score in cycle 1 and cycle 2, the researcher uses formula:
4
P = y1-y X 100 y
P = Percentage of student’s improvement
y = Pre-test result y1 = Post-test I
P = y2-y X 100 y
P = Percentage of student’s improvement
y = Pre-test result y2 = Post-test II
The researcher used qualitative data in this study; it consists of observation of student’s activities in teaching learning process, field note, and interview which
are done before and after implementation of CAR.
4
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa:
Department of Physics and Astronomy, 2008, p. 3.
28
CHAPTER IV RESEARCH FINDINGS
A. The Description of Data
1. Findings of the Preliminary Study
a. The Result of Pre Observation.
The purpose of pre-observation is to know the teaching learning process directly before implementing the Classroom Action Research CAR. It was
conducted on Wednesday, March 30
th
2011 at seventh grade of SMPN 6 Depok at 11:20 A.M to 13:10 A.M. there are 42 students in the Class. Based on the pre-
observation it is known that in teaching Simple Present Tense at seventh grade of SMPN 6 Depok academic year 20102011, the teacher tends to be centered during
the teaching and learning process. So it makes the students be passive and was not interesting.
When the teacher teaches grammar, especially in simple present tense, he only gives the rules first and gave examples based on the rules to the students,
