Instrument of the Research Data Collecting Procedure

62

4. Observing

Here, the researcher along with the collaborator observed. and monitored the activities in the classroom during and after instructional process by making notes of any single progress of students’ reading comprehension.

5. Reflecting

After carrying out teaching and learning activity using QARs strategy, the researcher recites the occurrences in the classroom as the effect of the action. The researcher and collaborator evaluate the process and the result of the implementation of QARs strategy in teaching reading comprehension. Reflection consists of analysis, synthesis, and evaluation toward the result of observation of the action. 9 In this case, whether or not the students’ reading comprehension improved could be known from analyzing observation result and calculating reading comprehension test. If there was no significant improvement, the next cycle could be resolved and designed to elicit better result. 6. Revising the plan The revision was carried out according to the weaknesses found in the preceded cycle. Then, the action plan for the next cycle was designed based on the revision.

E. Instrument of the Research

A test of hortatory texts was conducted among the students in every cycle to know the students’ improvement on reading comprehension skill. They were asked to answer the questions according to the types of QAR categories.

F. Data Collecting Procedure

In data collecting, the researcher involved two sorts of data: quantitative data and qualitative data. The quantitative data were 9 Ibid., p. 80. 63 gained from test: pre- and post-test. It was conducted in order that the researcher gained the data pertaining to whether or not there was significant improvement on students’ reading comprehension after being introduced with QAR strategy. For collecting qualitative data the researcher employed observation, recording, and interview. They are explained as follows: 1. Observation Observation was carried out, in order that the researcher along with the collaborator was able to monitor and observe the teaching-learning activities. In this case, the researcher observed and made systematical note on what both the teacher and the students were doing during the implementation of QAR. strategy used in reading activity in pre-, while-, and post-reading. 2. Interview Interview was aimed at gaining information about the implementation of QAR to teach reading: whether QAR Strategy can help st udents’ reading comprehension and the advantages of QAR Strategy to teach reading. Here, the researcher asked some students about reading activity using QAR strategy: whether QAR Strategy help them especially to identify explicit information, recognize implicit information, find main idea, recognize communicative function, and make prediction. And whether QAR make students become more motivated and actively participate in reading activity. In this case, the form of interview used was open ended interview. 3. Questionnaire Likewise the interview, the questionnaire was aimed at gaining information about the implementation of QAR Strategy to teach reading: whether QAR Strategy can help students’ reading comprehension and the advantages of QAR Strategy to teach reading. The researcher asked the students to fulfill questionnaire. In this technique, the students should read the questions. The main questions were about whether QAR Strategy helps them especially to identify explicit information, recognize implicit information, find main idea, recognize 64 communicative function, and make prediction. And whether QAR Strategy makes students become more motivated and actively participate in reading activity. To get the response from respondents as intended, the researcher provided the guidance on how to fill the questionnaire. He asked respondents to choose the column of ‘Yes’ or ‘No’ by ticking .

G. The Data Analysis Technique