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a. Buku teks kristono, Ismukoco, Esti Tri Andayani, Albert Tupan. “The
Bridge English Competence” for SMP Grade VIII, Yudhistira, Jakarta b.
Buku teks Mukarto, Sujatmiko, Josephine, Widya Kiswara. “English on Sky 2” for junior high school students year VIII, Erlangga, Jakarta.
c. Buku teks Wardiman, artono dkk “English in Focus” for grade VIII
Junior High School, Pusat Perbukuan Depdiknas, Jakarta Meanwhile, the media that are used in the action are: Hand out,
Paragraph strips, Empty papers. In addition in focus and laptop for showing the explanation through slide show.
The last step is determining the criteria of success. Classroom Action Research CAR is able to be called successful if it can exceed the
criterion which has been determined, and fail if it is cannot exceed the criterion which has been determined. In line with the research, the criteria
of success are decided based on the agreement between the writer and the collaborator English teacher are:
a. The student average scrore at least the same as or above 70.0
b. The students’ reading score improves at the same as the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal KKM for English subject is students are required to achieve score 70 seventy which is
adapted from the school agreement SMPN 17 Tangerang Selatan. c.
It is considered successful if 70 25 out of 35 of the students could achieve some improvement scores from the pre-test until the second
post-test in cycle two at least the same as or above 70.0. If the criterion of the action success achieved, it means that the next
action of the Classroom Action Research CAR would be stopped, but if this condition has not been reached yet, the alternative action would be
done in the next cycle.
2. Acting Phase
In this phase, both the writer and the teacher collaborate to carry out
the planned action. In implementing the action, the writer acts as the
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English teacher who uses the determined technique as he is teaching. Meanwhile the collaborator acts as the observer who observes class
condition and all the activities that happen in the teaching learning process. Here, it begins the process of going more deeply into the issue being
researched. According to Arikunto, the acting phase should be implemented at least two cycles continously; and the time period for each
cycle depends on the material needs that existed in the semester or annual program design by the teacher. Related to the condition of limited teaching
learning period, that is why the writer and the teacher take the action phase during two weeks within two cycles in which each cycle consists of two
meetings in action.
3. Observing phase
In this phase, the writer carries out observation toward implementation of the action using unstructured observation sheet based on
the lesson plan. The writer observed the outcomes of the intervention and reflecting on its effectiveness. When observing, the observer should notice
and note all of activities in the physical classroom. It may be about the teacher’s performance, class situation, students’ response, etc. In this
phase, it also collects the data derived from evaluation or post-test.
4. Reflecting Phase
This phase is aimed to reflect the completely done action based upon data that have been collected, and then it is necessary to hold
evaluation for completing the next cycle. This phase is carried out collaboratively, that is to discuss further some problems occurred in the
class. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there still might have found some
problems, so it needs to move to the next cycle concerning re-planning, re- acting, and re-observing. Therefore, the unfinished problems yet could be
solved.
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E. The Technique of Collecting Data
There are three techniques of data collecting applied in this research, they are observation, interview, and test in order to support the data of
teaching and learning process. 1.
Observation In this case, the writer uses the unstructured or opened observation,
to know the occurrences within learning process. It may be about the teacher’s performance during Classroom Action Research CAR, class
situation as reading activity, and students’ response concerning the use of
students Team Achievement STAD. In general, all of the need aspects that should be noticed are to make sure whether the teaching learning
processes in line with the lesson plan or not. 2.
Interview Before implementing Classroom Action Research, the writer asks
the teacher to know students’ difficulties in reading skill, students’ condition involving in reading activity, and the method or kinds of
strategies usually adopted by the teacher in teaching reading. The interview also will be carried out after accomplishing Classroom Action
Research CAR to know the teacher’s response toward the idea of Student Team Achievement Division STAD.
3. Test
The test used in this research is pre-test and post-test. The pre-test is done before implementing Student Team Achievement Division
STAD . It is to measure students’ reading ability at first. Meanwhile, the
post-test is implemented after using Student Team Achievement Division STAD. In this research, the test is done in form of multiple choices. The
test is held on every second action of each cycle.
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F. The Technique of Data Analysis
The analysis qualitative data used in this study is the observation of students’ activities during teaching learning process, and the interview before
and after Classroom Action Research CAR. In this case, the writer collected the entire data which have gained. In analyzing the numerical data, first the
writer tries to get the average of students’ reading score per action within one cycle. It is used to know how well
students’ score as a whole on reading skill. It uses the formula:
3
_ X : mean
x : individual score n : number of students
Second, the writer tries to get the class percentage which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM
considering English subject gains score 70 seventy which is adapted from the school agreement at SMPN 17 Tangerang Selatan. It uses the formula:
4
P : the class percentage F : total percentage score
N : number of students
3
Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002, p. 67.
4
Anas Sudijono, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008, p. 43.
_
∑x X = ──
n
F P
= ── X 100 N
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Third, after getting mean of students’ score 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:
5
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
G. The Validity of Data
Validity is an essential criterion for evaluating the quality and acceptable of the research. Regarding validity in action research, the writer
adopts Anderson, Herr, and Nihlen’s criteria that mention the validity of action research including democratic validity, outcome validity, process
validity, catalytic validity, and dialogic validity.
6
In this study, the writer uses democratic, process, and dialogic validity. Anderson defines outcome validity
as:
5
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Ames:
Department of Physics and Astronomy, 2008, p.3.
6
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, Columbus: Merrill Prentice Hall, 2003, p. 84.
y1 - y P =
─── X 100 y
y2 - y P =
─── X 100 y
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Outcome validity requires that the action emerging from a particular study leads to the successful resolution of the problem
that was being studied, that is, your study can be considered valid of you learn something that can be applied to the subsequent
research cycle.
7
Based on the explanation above, the outcome validity could be seen from the result of the test. When the result of cycle two is better than cycle
one, it means that the study is successful. Then, Process validity is “the validity that requires a study has been conducted in a “dependable” and
“competent” manner.”
8
It could be seen from the outcome of observation. In this case, the writer notes all events happening during the CAR. When there
might have some mistakes in the method of teaching, then the writer discusses with the teacher to modify the further strategies. Next, the dialogic validity
; “it involves having a critical conversation with peers about research findings and
practices.”
9
In this case, the writer and the teacher discuss and assess the students’ test result of cycle one and cycle two together. It is done in order to
avoid invalid data. To analyze the examined test items, the writer implements the
credibility of the test. There are some phases including:
1. Discriminating Power
