of the action research were used to collect the data through the participants’ comments who were involved in the process of doing action research.
The interview was about students’ background knowledge, the needs of reading skills, the problems of reading, and the way of solving the problems, the use of
technology.
Table. 3.2. The Blueprint of Students Reflection Interview
Concept Construct
Data gathering instruments Reading
competence Students’ reading competence in
conveying meaning from the text Students have low reading
competence. The needs of
reading The importance
of reading competence
reading competence is
important for students in their study and future
Learning process in classroom
The problems of reading in conveying meaning
Some problem which faced by students in conveying meaning
of reading text. The way of solving the problems
The reading skills which need to consider in comprehending
the reading text
The use of CALL in reading
The benefit of CALL in learning reading
There several benefit of CALL which used to improve
students’ reading skills.
The interview was also conducted after the cycle, the students were asked to give feedbacks of what they had done using the cycle. The result of interview was
important because the results of the interview were used to reflect the cycle and they were used to decide the next plan of the cycle.
Table 3.3 The Blueprint of Students’ Feedback to the Techniques
No Research Question
Category Interview Questions
1 1.
How is teaching learning process in
Background experience •
Can you tell how do you fell in practicing
reading before using
Research Question Category
Interview Questions Mechanical Engineering
study program conducted using CALL?
• CALL?
• Is there any difference
practice reading before and after using CALL?
Learning process •
What do you think about practicing
reading exercise using Jcross
feature in guessing the meaning
of unknown words •
What do you think about practicing
reading exercise using Jquiz feature in stating
mean ideas, drawing conclusion,
summarizing, skimming, and
scanning in mechanical passage?
• What do you think
about practicing reading exercise using
Jcloze in filling the blank in mechanical
passage?
• What do you think
about practicing Jmatch in reviewing
mechanical passage using your background
knowledge?
• What kinds of exercise
feature do you like the most? Why?
• what dou you think
using Hot potatoes as pre- reading or while
reading or post reading?
• How do you like Hot
Potatoes? explain •
What are your difficulties when
Table 3.3. Blueprint of Students’ Feedback to the Techniques continued.
In the observation, the researcher collected information about the context and the students’ needs. The result of the observation was evaluated and reflected with the
students to improve the learning process better in the next activities. Besides, the result of the observation was crucial resources to design the kind of activities, the
material, needed by the students while doing reading practice. The tests were used to measure the students` achievements on the lesson. The
pre-test which was conducted before the cycles was carried out to know the students prior knowledge on reading. After the pre test, reviews were conducted at the end of
every cycle to measure the students` achievement upon the lesson being present through cycle.
The tests which were used in this study were the test before the cycle and the test of every cycle. The pre-test was used in the preliminary study to find out
information dealing with the students’ competence. To obtain data about the students’ progress in learning reading after the strategy applied, the researcher conducted an
evaluation by administering a test after students had done the cycle. The scores were
operating Jcloze, Jmatch, Jquiz, Jcross
features in Hot Potatoes?
Intention •
What do you expect to get at the present and
future practicing reading using Hot
potatoes?
Table 3.3 The Blueprint of Students’ Feedback to the Techniques continued.
used to see whether there were any the improvement or not. The students individually did the test at the end of each cycle.
F. Technique of Analyzing Data
The four different types of research instruments resulted in different data analysis process. These data are valuable for the researcher to analyze to answer the
research questions. After all data are collected, the researcher analyzed the data.
1. Qualitative Data
In this research, the process of analyzing data uses some components. They were reducing of data, presenting data, and conclusion or verification. It also
supported by Burn, she mentions that analyzing qualitative data, there are three steps. Those processes are reducing data, presenting data and conclusion.
According to Best and Kahn 2006 there are some steps in analyzing qualitative data: organizing, describing, and interpreting. In the first stage, the
gathered data were grouped or coded based on certain categories. After they were put in categories, in the second stage, each data category was described and explained.
The last stage was interpretation. The data which has been categorized and described then were interpreted based on the research questions of the study.
2. Quantitative Data
There were two kinds of quantitative data. They were data from the need analysis questionnaire and data from the test.
In analyzing the need analysis, there were several steps to be done. The first was recapitalizing the data into table then used a likert 5-scale. According to Best
Kahn 2006 each of the five responses in likert scale assigns a scale value: Strongly disagree = 1; disagree = 2; undecided = 3; agree = 4; and strongly agree = 5. It was
used to collect students need analysis of reading competence.
Table.3.4.Template of Descriptive Statistic of Need Analysis Questionnaire result
No Statements
Point of agreement N
Mean Mn 5
4 3
2 1
After the data were recapitulated in a table, the next step was calculating the mean. The mean which were calculated than interpreted based on some criteria. For
reading competence, If the value was between 1.00-1.99, it means that most of the respondents were strongly disagree with the statements, and indicates that the reading
really need to be improved If it was 2.00-2.99 means that most of the respondents disagree with the statements, it indicated reading need to be improved. 3.00-3.99
means they were agree about the statement. It can be inferred that the reading does not need to be improved. If it was 4.00-5.00 means that most of the respondents agree
with the statements and it shows that the reading really is not improved. For the need of reading skill and the use of technology for reading practice,
the mean which were interpreted based on some criteria as follows. If the value was between 1.00-1.99, it means that most of the respondents were strongly disagree with
the statements, and indicates that the reading is not important to be improved. If it was 2.00-2.99 means that most of the respondents disagree with the statements, it
indicated reading is not need to be improved because it is not important enough. 3.00-
3.99 means they were agree about the statement. It can be inferred that the reading is rather important to be improved. If it was 4.00-5.00 means that most of the
respondents agree with the statements and it shows that the reading is important to be improved.
On the other hands, a quantitative data was also taken from the test score of each cycle. The data were analyzed by comparing the mean scores of the pre test,
cycle I rest, cycle II test and Cycle III test. In analyzing the data in the form of number as the result of the test, each activity was scored and the improvement was
seen from the mean of every activity which was done. The test score in every cycle was compared to measure the students’ achievement.
The mean scores every test can be calculated with the formula:
M = mean ∑x = number of students score
n = number of respond To know the students improvement percentage in every cycle, the formula is used as
follows. P in fist cycle =
x 100 P in second cycle =
x 100 P in third cycle =
x 100 Where:
P = Percentage of students’ improvement Y = Pre test
Y
1
= Cycle 1 test result Y
2
= Cycle III test result Y
3
= Cycle III test result
G. Triangulation
Triangulation is one of the most commonly used ways of checking for validity. The aim of triangulation is to gather multiple perspectives on the situations being
studied. According to Cohen, Manion and Morrison 2007, triangulation is defined as the use of multiple data collection methods in the study of some aspect of human
behavior to provide corroboration evidence. Merriam 1984 in Creswell, 2002 says that triangulation or multiple methods
of data collection and analysis will be used, which strengthens as well as internal validity. Meanwhile, Slake 1994 in Holliday, 2002 says that triangulation is normally
thought of as increasing the validity of qualitative research by getting and comparing multiple perceptions of the same phenomena. This can be done by establishing
relationship between several types of data collected from various resources. In the action research, the researcher conducted the triangulation by involving
the findings from the result of qualitative data in the form of result interview of students’ reflection every cycle and the quantitative data from the students’ works
from the result of the pre-test to the third cycle and from the result of questionnaire data. I also checked the findings from all participants who were involved in the
research.
In presenting the data of the interview, the researcher used coding. It was used to make the researcher easier to categorize some aspects that were going to be
analyzed. The way of presenting the interview data was described as shown in the table below.
Table. 3.5. The Way of Presenting Data Interview
Code Explanation
[ti.1.all.st.] Transcript of Need Analysis Interview 1
[ tri.1.hand] Transcript of Reflection Interview 1_1Handy
[tri.2.Hand] Transcript of Reflection Interview 2_2Handy
[tri.3. Hand] Transcript of Reflection Interview 3_3Handy
[ tri.1.Esti] Transcript of Reflection Interview 1_1Esti
[tri.2.Esti] Transcript of Reflection Interview 2_2Esti
[tri.3.Esti] Transcript of Reflection Interview 3_3Esti
[ tri.1.Aji] Transcript of Reflection Interview 1_1Aji
[tri.2.Aji] Transcript of Reflection Interview 2_2Aji
[tri.3.Aji] Transcript of Reflection Interview 3_3Aji
[ tri.1.Sans] Transcript of Reflection Interview 1_1Sansan
[tri.2.Sans] Transcript of Reflection Interview 2_2Sansan
[tri.3.Sans] Transcript of Reflection Interview 3_3Sansan
[tri.1. all.st] Transcript of Reflection interview 1 _ all students
[tri.2. all.st] Transcript of Reflection interview 2 _ all students
[tri.3. all.st] Transcript of Reflection interview 3 _ all students
