order to know how well the technique giving reward and punishment in the
classroom.
It is the formula;
4
x X =
N X : mean
x : individual score N : number of students
Then, the writer tries to get the class percentages which pass the KKM 65 of English lesson at SMP Dua Mei Ciputat. It is the formula:
5
F P = X 100
N P : the class percentage
F : total percentage score N : number of students
Then, the writer analyzes the students’ reading score from pre-test up to post- test and she uses the formula:
y1 - y P =
X 100 Y
P : percentage of students’ improvement y : pre-test result
4
Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002, p. 67.
5
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008, p. 43.
y1 : post-test 1
F. Design of Action’s Intervention
According to Santrock, action research is research used to solve a specific classroom or school problem, improve teaching and other educational
strategies or make a decision at a specific level.
6
Also according to Chamot, Action research is classroom based research conducted by the teachers in order to reflect upon and evolve their
teaching.
7
In this design’s classroom action research CAR, the writer used Kurt Lewin Model, this concept consists of planning, acting, observing, and
reflecting
8
. According to Stringer and Christensen that action research is presented as a cyclical and repetitive process of inquiry that guides teacher
preparation.
9
The relationship among those concepts formed one cycle. Basically, amount of cycle depends on with the issue or issues happened in teaching and
learning activities and also the achievement. The writer describes the scheme of action research designed by Kurt Lewin.
6
John W Santrock, Educatiobal Psychology, New York: Mc Graw, 2004, second Edition, p. 23
7
Chamot Uhl, et al, Conducting Action Research in the Foreign Language Classroom, 1998, Retrieved on 5 November 2010 from http:
www.nclrc.orgabout_teachingreport_pubconducting_action_reaseacrh.pdf
8
Wijaya Kusuma, Mengenal Penelitian Tindakan Kelas, Jakarta: PT MALTA PRINTINDO, 2009, hal. 19-20
9
Ernest T. Stringer and Lois McFadyen Christensen, Integreting Teaching, Learning and Action Research,
London: SAGE Publications, 2009, pp. 1-2
Figure 3. 1
Adapted from Suharsimi Arikunto, 2009 Design of Kurt Lewin model
In detailing the design of action research, the writer modifies the Action Research that according to Kurt Lewin Model:
Planning Cycle I
Planning Reflecting
Acting Observing
Reflecting
Observing Cycle II
Acting
The Result
Figure 3.2
CYCLE 1
d
CYCLE 2
Modifying design adapted from Kurt Lewin’s Design
Planning
The teacher makes the lesson plan The teacher choices the appropriate
material and topic related with syllabus The
teacher prepares
the form
observation for observer The teacher prepares form evaluation
and post-test I
Acting
Conducts the lesson plan Teaches the descriptive text and
applies the technique with a praise when the students read correctly and
carefully
Gives the vocabularies if needed
Observing
Observes the class situation Identifies the students’ achievement
in learning reading The observer observes the students’
behavior when they are given the technique
Does the post-test I after the implementation in cycle I
Asks the students’ responses after applying the technique.
Reflecting
The teacher and the observer discuss collaboratively students’ achievement and
also the technique Revises the lesson plan and the
implementation if needed Modifies the lesson plan for the next cycle
and prepares for post-test II in order to know the improvement of students’ score
Planning
Revises the lesson plan and modifies the technique
Reselects the topic and the meterial and also the task
Prepares the form observation
Reflecting
Discusses with the observer about the students’ achievement in classroom
Discusses about students’ behavior when the teacher gives the technique
Discusses with the observer the improvement of students’ score and
also analyzes the result from post-test I to post-test II
.
Acting
Teaches the material according to lesson plan
Gives other reward and punishment in order to make the student more
enthusiasm Orders the students make time table
and give the note to their paper
Observing
The observes identifies the teacher’s activity in classroom
The observer observes the students’ behavior when they are given the
technique. The observer observes the students’
responses Does the post-test II in ending of
cycle II
G. Planning Development of Action Classrooms
Cycle I Planning
In this phase, the writer as English teacher makes lesson plan based on the issue in classroom. The writer and the observer conduct Action Research
collaboratively. The purpose of this phase is to reform the process of students’ reading skill in classroom and to improve the result of students’ score by giving
rewards such as giving the students praise or consumable items candy, book or treasure and educative punishment such as ordering the students to memorize
some vocabularies or text and rewrite the material once or more in the classroom during the material is to be taught.
Before the teacher does the acting, the teacher makes lesson plan, hand out related to reading material that will be taught in classroom, prepares the
instrument observation, interview and field notes. Here, the teacher also makes the post-test I in order to know how far the students’ achievement after giving
technique of rewards and punishment at the end of this cycle.
Acting
After the teacher makes lesson plan that has described above then the teacher arranges the scenario of teaching learning activities related reading
material. The teacher uses the determined strategy as she is teaching while the observer observes the class during the teacher teach the class. The teacher gives
reading material depend on the syllabus or annual program designed by the teacher. The teacher gives the descriptive text then gives the dialog about
introducing. So, the teacher instructs the students to read carefully the dialog in a pair then she gives the questions to students, when the student answers it well
then the teacher gives the good reward like consumables item and praise such as
“good” if the student answers it right but incomplete and “excellent” if the student answers it right and complete. Here, if the student cannot answer the question, the
teacher has to take punishment like order them to memorize the dialog or to read aloud the dialog or the teacher gives time out to students.
Observing
The writer’s partner as observer observes the students’ response, participation, achievement and everything which is found during the teaching and
learning process and she also observes the teacher’s activity. Sometimes, the observer also asks some students’ opinion about the process of teaching and
learning using technique giving rewards and punishment. In order to make this phase real and concrete, the observer also takes note in order to know how far the
technique influence students’ reading skill in classroom. Here, the role of observer is important. She has to take note real situation that appeared in the
classroom activities by giving rewards and punishment.
Reflecting
In this reflection has evaluation aspect that teacher and observer evaluate and realize the process of teaching and learning students’ reading skill
through giving rewards and educative punishment. In this phase, the teacher has to understand the issue of teaching
learning process and the situation the class that to be taught. After the data has been collecting by observer and teacher, the teacher and observer will discuss and
analyze the data of teaching-learning process and also identify less of teaching reading material by giving rewards and punishment to students and how to
improve it at classroom. The teacher will reflect herself by seeing and analyzing the result of the observation whether the teaching learning reading material by
giving technique rewards and educative punishment influence is good to imply in teaching learning process at VII grade students of SMP Dua Mei East Ciputat or
not. If the first cycle is unsuccessful that proven by students’ achievement such as test, observation and field notes. Then, the writer should make the next plan to
solve the students’ problem in reading’s skill.
Cycle II Planning
In cycle one, the teacher identifies and analyzes the issue then she or he finds the problems based on issue that appeared in the classroom. So, in this
phase, the teacher will revise and modify lesson plan and reselect reading material that will be taught selectively then she uses again kinds of rewards like give the
note and high score on students’ task after they do the task related with reading material. The aim of this reward is to increase students’ behavior to read
selectively reading material such as descriptive text and the teacher also gives technique educative punishment in order to decrease students’ behavior when
they read descriptive text well without mistake and wrong.
Acting
In this phase, the teacher gives the hand out to students and orders them to read carefully the dialog about personal identity in a pair then she would
instruct them to practice it with pair. After the students read it well then teacher gives many questions orally to students. Then, if the questions are answered well
then the teacher again gives the exercise, she orders them to fill the table based on the dialog. In this cycle, teacher takes indifferent reward and punishment. After
the students fill the table the teacher gives rewards and punishment based on the students’ score. If they do it well, teacher would give the high score and note on
their table and if they do it incorrect, the teacher gives the minimum score then orders them to do it once more until it is done well.
Observing
The observer as teacher’s partner observes the situation and the students’ responses, teacher’s activities and students’ achievement and the
situation is found during the teaching and learning process. The observer also asks some students’ opinion about the process of teaching and learning using
technique giving rewards and punishment. In order to make this phase real and concrete, the observer also takes note and juts down field note to know how far
the technique of rewards and punishment such as gives the students’ task a note, high score or orders the students rewrite and memorize the material and gives a
present can influence students’ reading skill in classroom.
Reflecting
This phase is aimed to reflect the completely done the action research. In this phase, the teacher and observer evaluate and discuss about teaching and
learning process. They have to discuss further some problem appeared in the class. Thus, the reflection is able to be determined after implementing the action
and the observation outcomes. Therefore, the unfinished problems yet could be solved.
CHAPTER IV RESEARCH FINDINGS
A. Data Description
Before the implementation of the action, the writer has divided three parts of data description in order to know the obstacles of teaching
learning in reading activities selectively, those are data of observation, data of interview and post-test.
1. Data of Observation
Based on the observation was conducted by the writer on 15
th
and 17
th
March 2010, Monday and Wednesday. It is to observe the process of teaching learning in students and teachers’ reading activities before
implementation the action. It was held at VII Grade of SMP Dua Mei. There were 35 students in the class and was started at 07.15 A.M up to 09.00 A.M.
The teacher actually dominated the classroom activity then it made the students passive in the class and less motivation to learn reading material and
she also gave the lecture to students. Generally, the teacher read the text then the students had to follow what the teacher said, when the teacher read one
sentence then she ordered them to follow her and directly with the students to translate it into Bahasa Indonesia using dictionary if they did not understand
the meaning. This activity, of course made the students bored because the
monotonous teaching learning in reading activity. For instance, when the teacher taught descriptive text to students, she ordered them to read carefully
and after that translated it into Bahasa Indonesia, the teacher did not stop and re-read the passage that they did not understand yet and she also did not give
the structure and the language features of descriptive text such as identification of descriptive text and description. Consequently the students
had had less motivation in reading and made their behavior decreasing.
2. Data of Interview
This interview was conducted as unstructured interview, it was held on Wednesday, March 22
nd
2010, and started 10.00 A.M up to 11.00 A.M. In this interview, the writer asked some questions related English
teaching learning activity, emphasized on reading material. The writer asked the teacher about the general teaching in reading performance and also the
achievement, the problems faced the students in reading material, and also the kinds of strategies that conducted by the teacher before previously
implementation of Classroom Action Research CAR. This interview began with questions related teaching learning in
reading activities and also the problems were faced by the teacher. The teacher said most of the students did not like English lesson because they had limited
vocabularies to understand the discourse then they could not distinguish between explicit and implicit meaning. However, most students of VII Grade
not all learning about English before. Of course, they faced many obstacles with reading material. When the writer asked with specific question about
reading such as some obstacles faced reading material, the teacher said much of them could not comprehend the content of discourse, for instance when the
teacher gave the text that explained about describing someone or people, the teacher ordered them read it and explained into Bahasa Indonesia, they could
not explain it well. They also taught English as a complicated subject and the difficult one to understand then the result of whole complexity in reading
activity is most of students VII Grade felt boring with the situation when
reading material had been given. This is situation also made restlessness of the teacher because the teacher stated with KKM Criteria of Minimum
Completeness that concerning with school program. In order side, the teacher gained the most students’ reading score was low and poor. Although the
teacher also gave games when taught them but it was not enough to encourage their motivation to learn English well.
The next interview discussed the problems faced the student when the teacher taught the material. Most of students felt boring when the teacher
conveyed the material.
3. Pre-Test
In completing the data, the writer did the pre-test before the teacher conducted Classroom Action Research, it was held on Monday, 2
nd
August 2010, and it began from 07.15 A.M up to 08.00 A.M. There were 31 students
of VII grade followed the test. The test was 20 questions in multiple choice and the students did it during 30 minutes. From this pre-test, it is known the
mean score of pre-test that was done by students was 62. 58. The data above showed nine students who obtained the score above
the KKM Criterion of Minimum Completeness, while KKM of SMP Dua Mei was 62. So, twenty-two students were below the standard of KKM. From
the data, there were two students gained the higher score and one student gained the lowest score which the higher score was 75 and lowest score was
40. From the data above that showed almost of students’ achievement
in reading was poor and low. B.
Data Interpretation
Based on the data had been collected before such as interview, observation and pre-test, most of students were not interested in learning
reading and felt boring with the teacher’s technique in teaching learning activities and it was showed from the reading students’ score. In fact, this
