K. Technique of Collecting Data
Technique of collecting data in this research using qualitative data experience-based and quantitative data number-based. The qualitative data
consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-
test and post-test.
7
The completely explanation as follows:
a. Observation
In this case, the researcher 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 in the classroom activity
, and students’ response concerning the use of vocabulary card.
b. Interview
The researcher asks the teacher to know students’ difficulties in English
vocabulary , students’ condition involving in English class activity, and the
vocabulary card strategies used by the teacher in teaching English vocabulary.
c. Test
The test used in this research is pre-test and post-test. The pre-test was done before implementing vocabulary card
. It is to measure students’ vocabulary comprehension at first. Meanwhile, the post-test is implemented
after using vocabulary card. In this research, the test was done in form of multiple choices. The test is held on the end of every cycle.
L. Technique of Data Analysis
The analysis qualitative data used in this research is the observation of students’ activities during teaching learning process, and the interview before and
after Classroom Action Research CAR. In this case, the researcher collected the
7
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, pp. 127- 132.
entire data which have gained. In analyzing the numerical data, first the researcher tries to get the average of students’ vocabulary score per action within one cycle.
It is used to know how well students’ score as a whole on vocabulary skill. It uses
the formula:
8
_
X : mean x : individual score
n : number of students Second, the researcher tries to get the class percentage which pass the
minimal mastery level criterion KKM considering English subject gains score 60 sixty which is adapted from the school agreement at MTs. Nurul Falah. It
uses the formula:
9
P : the class percentage F : total percentage score
N : number of students Third, after getting mean of students’ score per actions, the researcher
identifies whether or not there might have students’ improvement score on
8
Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002, p. 67.
9
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008, p. 43.
_
∑x X = ──
n
F P
= ── X 100 N
y1 - y P =
─── X 100 y
Vocabulary comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the researcher uses the formula:
10
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
M. Trustworthiness of Research
To analyze the examined test items, the researcher implements the trustworthiness of the test. There are some phases including:
1. Validity of Data
Validity is one of the essential requirements of good educational testing which can represent an acceptable action research. In other words validity is
the most requirements for instrument of evaluation. Arthur Hughes stated that “a test is said to be valid if it accurately what it is intended to measure”.
11
It means that a test can be said valid if the test measures what it will be
measured. Terminologically, in Indonesia “valid” is “shahih”. Validity is not an absolute feature from technique evaluation. It is a relative feature for a
purpose which will be reached by the test maker. Validity should be determined by the purpose will be reached by using test. Therefore validity
10
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa:
Department of Physics and Astronomy, 2008, p.3.
11
Arthur Hughes, Testing for Language Teachers second edition, Cambridge: Cambridge University Press, 1989, p.26.
y2 - y P =
─── X 100 y
refers to extent to which the results of an evaluation procedure serve the particular uses for which they are intended.
In thi s research the researcher adopts Anderson, Herr, and Nihlen’s
criteria that mention that validity of action research including democratic
validity, outcome validity, process validity, catalytic validity, and dialogic validity.
12
In this research she uses three kinds of validity are outcome, process, and dialogic validity. First, outcome validity requires that the action
emerging from a particular research leads to the successful resolution of the problem that was being studied, that is, your research can be considered valid
of you learn something that can be applied to the subsequent research cycle.
13
Second, process validity is “the validity that requires a research has been conducted in a “dependable” and competent“manner”.
14
The last, dialogic validity; “it involves having a critical conversation with peers about research
finding and practices.”
15
It could be concluded from the explanation above that we could be seen the outcome validity from the students’ result of the test. Moreover, in
process validity the researcher notes all events happening during the CAR. Therefore, in these validities the research is said successful if the result of
cycle II is better than cycle 1. Besides, if there might have some mistakes in the method of teaching, so the researcher should discuss this problem with
the teacher to modify the further strategies. Then, for dialogic validity, to avoid invalid data the researcher and the teacher discuss and assess the
students’ test result of two cycles.
2. Discriminating Power
The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high
12
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, New Jersey: Merril Prentice Hall, 2003, p. 84.
13
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, … p. 84.
14
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, …p. 84.
15
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, New Jersey: Merril Prentice Hall, 2003, p. 85.
achievement and low achievement. Discriminating power provides a more detailed analysis of the test items than does item difficulty, because it shows
how the top scores and lower scores performed on each item.
16
The computing of discriminating power uses the formula as following:
17
U – L
D = ──── N
In which, 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 the lower group who answered the item
correctly
N : Number of pupils in each of the groups Next, the discriminating scale uses:
18
DP REMARK
0.6 – 1.0
Very good 0.4
– 0.6 Good
0.1 – 0.3
Ok -1
– 0.0 Bad
3. Difficulty Item
The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. Item
difficulty is how easy or difficult an item is form the viewpoint of the group
16
Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and Direction, London: Heinle Heinle Publisher, 1998, p. 135.
17
Wilmar Tinambunan, Evaluation of Student Achievement, Jakarta: Depdiknas, 1998, p. 139.
18
J. B. Heaton, Classroom Testing, New York: Longman Inc, 1990, p. 174.
of students or examinees taking the test of which that item is a part. The formula as following:
19
R P =
── T
In which, 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
N. Criteria of the Action Success
Classroom Action Research CAR is able to be called successful if it can exceed the criteria which has been determined, and fail if it is cannot exceed the
criteria which has been detained. In this research, the research will succeed when there is 75 numbers of students could achieve some improvement scores from
the pre-test until the second post-test in cycle two or they could pass the target score of the minimal mastery level criterion KKM.
20
The KKM that must be attained considering reading subject is 60 sixty which is adapted from the school
agreement MTs. Nurul Falah Ciputat. 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.
19
Norman E. Gronlund, Construction Achievement Test, New York: Prentice Hall, 1982, p. 102.
20
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, Jakarta: PT Rineka Cipta, 2006 p. 108.
38
CHAPTER IV RESEARCH FINDINGS
A. The Description of the Data
1. Findings of the Preliminary Research
A preliminary study was conducted on Monday 7
th
and 14
th
February 2011 in MTs. Nurul Falah to get data about the factual conditions of the
problems faced by the teacher and students in the teaching and learning English especially vocabulary. This action was done at first grade of MTs.
Nurul Falah, this class is the only first grade in this school, when the researcher took a part in the class for preliminary research, the researcher
found many problems in the classroom. The first problem is the classroom situation, the class was very crowded the class consists of 30 students and
the teacher could not manage the classroom easily. The second problem was the technique
used by a teacher is not suitable with the student’s condition, it is seen from the students respond on teacher explanation. The last problem
was the limit of student’s vocabulary caused many errors of the student’s
understanding and student’s motivation in learning English.
The researcher conducted the research by a interviewing the English teachers in terms of the techniques and activities employed in teaching
English especially in teaching vocabulary, b giving questionnaire to the
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