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Furthermore, this phase is also aimed to reflect over all action that has been done based on the gained data of the actions by observing. Then, it is
used to hold an evaluation for the next cycle. Therefore, this phase also can determine after completing the action and the result of the action whether it is
success or still there are problems have not solved yet. Then, through the reflecting phase, it will move on to the next cycle concerning re-planning, re-
acting, and re-observing. Next, in this phase, it can be used to the next cycle for the consideration to overcome the unfinished problems yet.
G. Technique of Collecting Data
The decision about what data are collected for an action research area of focus is largely determined by the nature of the problem.
10
Once the purpose of the research and the constraints of the research situation are clear, a particular
technique is chosen to fit the research design. The writer decides to use both qualitative and quantitative data to this study. The qualitative data consists of
observation to the classroom and questionnaire. On the other side, the quantitative data uses pre-test and post-test and also the result of portfolio assessment. These
are the following explanation: 1. Observation
Observation systems can take a variety of forms; however, those for observing student and teacher behavior or classroom interaction. The category
consists of rating scale items, combined in some manner in an attempt to quantify behavior.
11
It is noticed all the aspects during CAR related to students’
general intelectual quality and creative ability. 2. Portfolio assessment
Portfolio assessment is used as a measurement of the students’ achievement.
12
The content that is included in portfolio folder are clipping,
10
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, New Jersey: Merrill Prentice Hall, p.51.
11
William Wiersma and Stephen G. Jurs, Research Methods in Education: An Introduction, Boston: Pearson Education, Inc, 2009, ninth edition, 370.
12
Peter W. Airasian and Michael K. Russel, Classroom Assessment: Concept and Aplications New York: Mc.Graw Hill, 2005, sixth edition, p.237.
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article, students’ work sheet LKS, mind map, affective and psycomotor score and content corection score. The scoring is measured by using the scoring
rubrics that consist of 5 categories such as 5 great, 4 good, 3 moderate, 2 limited, 1 more improve. Each portfolio assignment has different
requirements. 3. Questionnaire
The questionnaire is given to the students after CAR. The observer collects the data by using list of questions about the condition after CAR. In
this study, the questionnaire use d to get information concerning students’
understanding toward the activities in the classroom. The questionnaire consists of 25 questions with four multiple choices.
Scale type in this study is Likert scale. Each question is related to the answer
or students’ behavior. Those four choices are totally agree sangat setuju, agree setuju, disagree tidak setuju, and totally disagree sangat
tidak setuju.
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The criteria of questionnaire as follows:
Table 3.1. The criterion of Questionnaire Score
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Alternative answer Score
Favorable Unfavorable
Totally agree Sangat Setuju 4
1 Agree Setuju
3 2
Disagree Tidak Setuju 2
3 Totally disagree Sangat Tidak Setuju
1 4
Table 3.2. The Blueprint of questionaire
No. Alternative answer
Item number Jumlah
Favoravable Unfavorable
1. Teachers’ profesionalism 3, 4, 5, 6, 7, 9, 10, 11, 12
1, 2, 8 12
2. Students’ Interests
13, 14, 16, 17, 18, 19, 20, 22, 23, 25
15, 21, 24 13
13
Michael J. Wallace, Action Research for Language Teachers, ....., p.139.
14
William Wiersma and Stephen G. Jurs, Research Methods in Education, Boston: Pearson Education, Inc, 2009, ninth edition, p. 364.
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4. Test The test used in this study is pre-test and post-test. The pretest is done
before implementing portfolio assessment technique. It is to measure students’ understanding at first. Meanwhile, the posttest is implemented after using
portfolio assessment technique which is to know the students ’ achievement. In
this study, the tests are done in form of multiple choices. The test is held on last meeting of each cycle.
In building the trustworthiness of data, the writer sustains the validity of the instrument. The instrument used in this study is in multiple choices and gap
filling. The writer assumes that those types of test are the appropriate ones to measure the learning achievement of the student toward the past continuoius
tense and to measure the affectivity of the CAR.
15
Based on Norman E. Grolund on his book; Measurement and Evaluation in Teaching
, he said that, “The most essential characteristics of good test can be classified into two main aspects, they are: validity and reliability.
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To analyze the examined test items, the writer implements the truthworthiness of the test. There are some phases including:
1. Discriminating Power The analysis of discriminating power of test items is to know the
performance of the test through distinguishing students who have high achievement and low achievement. A discrimination power is an indicator
of how well an item discriminates between weak candidates and strong candidates, the more discriminating the items are, the more reliable will be
the test..
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The computing of discriminating power uses the formula:
18
15
Arthur Hughes, Testing for Language Teacher: Second Edition, Cambridge: Cambridge Univ. Press, 1990, p. 178.
16
Norman E. Gronlund, Measurement and Evaluation in Teaching, London: Prentice Hall, Inc, 1995, p.51.
17
Arthur Hughes, Testing for Language Teachers, Cammbridge: Cambridge Univ. Press, 2003, second edition, p. 226.
18
Wilmar Tambunan, Evaluation of Student Achievement, Jakarta: Depdiknas, 1998, p. 139.
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D = U – L
N D = The index of discriminating power
U = The number of pupils in the upper group who answered the item correctly
L = The number of pupils in lower group who answered the item correctly
N = Number of pupils in each of the groups. The scale of discriminating power as folowing:
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Discriminating Power Remark
0.6 – 1.0
Very good 0.4
– 0.6 Good
0.1 – 0.3
Ok -1 - 0.0
Bad 2. Difficulty Item
Item difficulty is how easy or difficult an item is form the viewpoint of the group of students or examines taking the test of which that item is a part.
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To know the diifficulty item, here is the formula:
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P = R T
P = Index of difficulty R = The total number of students who selected the correct answer
T = The total number of students including upper and lower group The criterion using as follows:
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Difficulty Item Remark
0 - 0.30 High
0.30 - 0.79 Medium
0.80 - 1.00 Low
19
J.B. Heaton, Clasroom Testing, New York: Longman Inc, 1990, p. 174
20
John W. Oller, Language Test at School, London:Longman Group Limited, 1979, p. 246.
21
Norman E. Gronlund, Construction Achievement Test, New York: Prentice Hall, 1982, p.102.
22
John W. Oller, Language Test at School, ........, p. 247.
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H. Technique of Data Analysis
