by the researcher. The reference was also adapted from “Kiat Sukses Lulus
Ujian Bahasa Inggris ”. Then, the questions were eliminated into 20
questions. Pre-test was given at the beginning of the study, in order to see about the initial problems in understanding conditional sentence and also
see how far that the students have already understood. Post-test was given at the end of the study, in order to see the progress of the students in
understanding the use of conditional sentence. Third, questionaire was also used in this study. It was conducted at the end of the study. The aim
was to get the data from the stude nts‟ point of view. The last was
observation observation journal and observation sheet.. Observation was also conducted in order to get the data in real situation which happened
during the learning process.
G. Procedures of Class Action Research
1. Planning
The researcher identified the problems in SMAN 7 Bekasi. After she interviewed the teacher, observed, and also gave pre-test for
students, the writer designed a lesson plan to be implemented in the next step.
2. Acting
In this step, the researcher conducted the learning process of conditional sentence in the classroom by implementing the lesson
plan which had already designed before. 3.
Observing After giving a treatment, the researcher observed the result from
the action, the researcher also made an observation journal and observation sheet to see the effect from action before. In this stage,
the writer also gave a post test to measure the students‟
understanding and a questionnaire after implementing the action.
4. Reflecting
The researcher tried to reflect, evaluate, and describe the effect from the action before and also in this phase, the researcher would
see the failure or progress from the studen ts‟ improvement. The
writer would go back to the next cycle if it did not yet fulfill the criteria, but if it had already achieved the goal, the researcher could
stop the cycle.
H. Technique of Data Collection
Technique of collecting data in this research were using pre- interview, observation, questionnaire, pre-test and post-test. Pre-interview
and pre-test were conducted at the beginning. Pre-interview conducted, in order to know about the problems of conditional sentence and pre-test to
see the students‟ ability in using conditional sentence type III before implementing interactive technique. For the post-test, it was conducted at
the end of the study in order to measure students‟ ability in using
conditional sentence type III through interactive technique. 1
Pre - interview The first instrument was interview. It was conducted at the
beginning. The reason for choosing pre-interview was because it provided powerful evidence for presenting the data from the
person resource directly. The writer interviewed the teacher to see what were the problems and about how the students dealt with
those problems., together with the observation. The writer used semi-structured interview, it contained of 10 questions, but it
could still be developed. The data that will be obtained in pre- interview is about the opinion or fact from about the problems
which arise in understanding and using conditional sentence.
2 Observation
The writer observed the learning process and also the students in a classroom to see the condition directly, in order to know about
the problems. The observation wasdone by using structural and open observation. Structural observation was done through
observation sheets, in order to know about the three aspects that need to be observed. Whereas, for open observation was used
through observation journal. The aim of observation journal was to get the further information which was not provided in
observation sheet. The observation was conducted both for the writer and also the teacher.
Table 3.1 Observation Journal
Cycle Meeting
Date Activities
Findings
I I
II III
3 Questionnaire
Questionnaire was conducted by the writer at end of the meeting in order to know about students‟ opinion about the learning
process of conditional sentence and alsoto see whether there would be any significant difference between at the beginning and
at the end of the research. The aim of questionnaire was to strengthen the data which was used in the research. The writer
conducted a close-ended questionnaire by providing a likert scale with the point from 1-5. So, the students chose their answer by
marking the checklist rating from 1-5.The object was the students of the evelenth grade at SMAN 7 Bekasi.
4 Test
The type of the test were pre-test and post-test. The writer gave a pre-test for students at the beginning of the study and post-test at
the end of the study. The respondent were the students at the eleventh grade of SMAN 7 Bekasi. Pre-test was given at the
beginning in order to know about how far the students had already comprehended about the lesson. Then, the last was post test. It was
used to measurethe students‟ progress or improvement after the writer gave a treatment. Pre-test and post-test consisted of 30
questions of multiple choice for each test which was eliminated into 20 questions. The data that would be obtained was numerical.
I. Technique of Data Analysis
The aim of analyzing the data was to make the result became simplify, readable, and interpretable. In calculating the data of
questionnaire and observation were measured and analyzed through a likert scale, In a likert scale, the gradation of the response could be
absolutely agree, agree, not sure, disagree or, strongly disagree.
7
The aim of analyzing through a likert scale was in order to get the percentage
which could be categorized into very good, good, good enough or bad.
7
Irawan Soehartono, Metode Penelitian Sosial, Bandung : PT. Remaja Rosdakarya, 2011, p.77.
For analyzing the data of observation sheet, the writer used a rubric of observation sheet which contain some aspects of :
Table 3.2 Rubric of Observation Sheet
No Aspects
Sub-aspects Score
Assesment Criteria
1. Involvement
in learning process.
A. Response to the teacher‟s
explanation 5
Pay attention very seriously and interact
communicatively in learning activity.
4 Pay attention seriously
and doing an interaction in learning activity.
3 Not really pay attention to
the learning activity and just hearing.
2 Not pay attention to the
learning activity. 1
Not pay attention to the learning activity at all and
chatting with the other friends.
B.Involvement in Group
5 Involve in a team work
very actively. 4
Involve in a team work actively.
3 Involve in a team work
but a little bit quiet. 2
Not involve in a team work.
1 Never involve in a team
work at all. C. Interaction
between student to each
other 5
Communicate and give response to each other
very interactively.
4 Communicate and give
response to each other interactively.
3 Seldom to communicate
with each other. 2
Not communicate and give response to each
other. 1
Never communicate and give response to each
other
2. Discipline
5 The students are really
well-prepared for entering the class after do the
physical education sport. 4
The students are well- prepared for entering the
class after do the physical education sport.
3 Some students are well-
prepared for entering the class after do the physical
education sport. 2
The students are not well- prepared for entering the
class after do the physical education sport.
1 The students are not really
well-prepared for entering the class after do the
physical education sport.
3. Diligence
5 Show the students‟
willingness very enthusiatically in learning
by taking note or preparing all of the
equipment in learning without any instruction
from the teacher. 4
Show the students‟
willngness enthusiastically in learning by taking note
or preparing all of the equipment in learning
without any instruction from the teacher.
3 The students want to do a
taking note or preparing the equipmet of learning if
the teacher ask them. 2
The students seldom do a kind of taking note or
preparing the equipment for learning.
1 The students do not want
to do a taking note or preparing the equipment
for learning eventhough the teacher ask them.
The data which was obtained from observation sheet would be tabulated and analyzed for each aspect with the formula of
8
: Index =
�
X 100 Y = The maximum score
After the data was analyzed, it would be interpreted according to the following table :
Interval = x 100
8
Riduwan and Sunarto, Pengantar Statistika untuk Penelitian Pendidikan, Sosial, Ekonomi, Komunikasi dan Bisnis, Bandung :Alfabeta, 2013, p.18.
Tabel 3.3 Score Interpretation Criteria, Adapted from Riduwan and Akdon
9
Percentage Interval Description
81 - 100 Very Good
61 - 80 Good
41 - 60 Enough
21 - 40 Bad
1 - 20 Very Bad
The way to analyze the data was also through qualitative and quantitative. For qualitative , the data was reduced from the instruments
that had already obtained, so it could be presented through description and also systematic sentences. The qualitative data was analyzed by using
Miles and Huberman model. It consists of three steps, reducing the data taken from the result of research instrument, displaying the data in the
form of systematic sentence narrative text, and the last drawing the conclusion.
10
Then for quantitative,It was obtained from pre-test and also post-test. The data was analyzed through descriptive statistic.The aim was
to get the average score of students‟ grammar test, the improvement of students‟ score in conditional sentence type III, and the percentage of the
students who got 75 standard of minimum score score and above. The following was the formula was used in analyzing quantitative
data and to analyze the average score of students‟ grammar test in each cycle.
11
The first thing that the writer would do was analyzing through the average score of students. It was done in order to know whether the
9
Riduwan and Akdon, Rumus dan Data dalam Analisis Statistika, Bandung :Alfabeta, 2010, p.18.
10
Djam‟an Satori Aan Komariah, Metodologi Penelitian Kualitatif, Bandung : Alfabeta, 2013, p.218.
11
Riduwan Akdon, Rumus dan Data dalam Analisis Statistika, Bandung : Alfabeta, 2010, p.28
students had already passed the minimal criteria score KKM or not. If the students‟ score improved it meant that there was a progression or
improvement. The formula that was used :
Χ =
Mean ΣΧ = Total Score
n = Number of students.
After analyzing the average score of studen ts‟ test, the writer
determined th e students‟ percentage that got score 75 as a passing grade
score or mininum criteria score KKM , the formula that was used
12
:
P = The class percentage F = Total Percentage Score
N = Number of Students The next stage, the writer analyzed
the students‟ score in understanding conditional sentence type III from pre-test and post-test
from cycle 1 and cylcle 2. The formula that was used
13
:
12
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta : PT. Raja Grafindo Persada, 2008, p.43.
13
Kemas Ali Hanafiah, Dasar-Dasar Statistika, Jakarta : PT. Raja Grafindo Persada, 2010, p.49.
P = �
� x 100
X
=
�
P
= � −�
�
x 100
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
J. Trustworthiness
