Research Participants Data Analysis Technique

28 D. Step 4 : Reflecting, or reflection that is an activity to restate the research action that has been done.

3. The Researcher’s Descriptive Model

There are some steps that are usually being conducted for classroom action research such as planning, action, observation and reflection. These steps are also under the head of Carr and Kemmis model. In order to make the explanation clearer, the researcher also made a descriptive model of CAR based on Carr and Kemmis model. The researcher created description of each step simpler by making clear arrows from first step to the next one. The major difference of this descriptive model rather than the other is about every new revised plan will become the next cycle. Figure 3.2. Cycle of Researcher’s Descriptive Model Cycle I : Cycle II :

B. Research Participants

There are some participants that participate in this action research, they were: 1 st PLAN REFLECT I ON OBSERV AT I ON ACT I ON REV I SED PLAN 29 1. The main participants of this action research were the 10 th grade students of Chemical Analysis SMKN 2 Depok Sleman Yogyakarta. The members of the Chemical Analysis class were 32 students, 28 students were girls and 4 students were boys. The general topic was English. The subtopics were about tenses and grammar focused on drills of tenses for students of Semester II in the year 20092010. 2. The second was English teacher of class XKA of SMKN 2 Depok Sleman Yogyakarta. By interviewing the teacher, the researcher wanted to collect some information related to the activities of the students in the class, the situation of the class performance, the materials and the students’ achievement.

C. Research Instruments

The research instruments being used were checklists, questionnaires, interviews and tests. For checklist, the researcher checked the students’ activities in the class when classroom action research conducted. For the questionnaire, the researcher distributed the questionnaires for thirty two students. The researcher conducted interview for the English teacher related the characteristics of the students of XKA. The researcher also interviewed eight students about the conducting materials. For the tests of drills of tenses they conducted after the material being learned to see the progress and achievement of all of the students.

1. Checklists

These checklists are the researcher’s data instrument that was made for checking the activities of the students from the beginning until the last of the 30 research. These checklists contained about lists of goals and also the specific activities that had been done by the students in the class. The researcher developed the checklist into table form based on the observation result. The table contained of list of goals, the list of goals weather conducted or not by the students and the specific explanation of each goal. The aims of the checklist are about checking the activities of the students when learning the drills of tenses and the supplementary materials and reporting the implementation. The expectations from these checklists were to see the improvement of the implemented research along the process from beginning till the end.

2. Questionnaire

A questionnaire is one kind of ‘data instruments in the form of written questions used to obtain information from respondents in terms of personal reports, or the other things’ view’ Arikunto, 2002:131. The questionnaire being used is model of likert scale. Because the respondents are the students, more than once the questionnaires were copied and distributed. The researcher developed the questionnaires into semi-structured one. The types of the questionnaires used were combination of rating scales as model of likert scale which is close-ended questions and open-ended questions. There were 25 questions of rating scales and 2 open-ended questions. Questionnaire techniques carried out with a list of written questions. The reasons of distributed the questionnaire to the students are to obtain information about the identity of the 31 respondents, the benefits of learning drills of tenses for the students, and to find out the students’ interest in learning drills of tenses.

3. Interviews

An interview is “a model of gathering information in the form of written or recorded to know the specific situation in the classroom from the perspective of others” Wiriatmojo 2005: 117. Interviews were conducted to supplement the data that were not accessible by observation and questionnaire. The first interviewer was the teacher and the second interviewers were the students. The teacher was asked 8 questions related to the students. Besides, the students were asked 5 questions related to the research being conducted .

a. The teacher

The first purpose is for completing the supporting data e.g. the teacher’s documents about the specific class, the teacher’s strategies and methods, the class management, the materials, the facilities, the media, the teacher’s opinions about the students’ characteristics, the students’ achievements, the students’ participation, the students’ needs and interests. The second purpose is for digging the information concerning about the facing problem in the class. b. The students The interview gathered the information about students’ opinions, interests, and wants related to English learning. It is also to find out how students’ responses and opinions regarding to the drills of tenses. 32

4. Tests

There were two kind of tests conducted related to the classroom research, that were written and oral test. The written test focused on the students’ grammar fluency in reading and writing skills. The oral test focused on oral activity, such as pronunciation and spelling the words which means for improving the students’ grammar fluency in speaking and listening skills. The form of the test is supported in the appendix E, page 116-120 and the appendix F, page 126-132. The uses of these tests are to: - know level of understanding about drills of tenses - measure the students’ progressions and level of achievements

D. Data Gathering Technique

Based on the research that has been done, the specific data classified into four steps of the classroom action research as follow:

1. Planning

This step the researcher prepared all the supporting data, such as the material of drills of tenses for the meetings, lesson plan for the material and activities, contents of the observation checklist, interviews’ questions and forms, the statements of questionnaire and its forms and also the forms and the type of the tests. All of this data had been planned on February 23, 2010. There were some specific data being completed which are: a. Primary data Primary data were data obtained directly from the participants, which are the students of SMKN 2 Depok Sleman Yogyakarta. The data included the 33 direct observation in the classrooms, the classroom management, the interview with the students, the questionnaires and observation documents student book. a Questionnaires These questionnaires conducted when the first and second cycles of CAR implemented. It was held on Tuesday, 6 April 2010 and the second cycle was on Tuesday, 27 April 2010. The questionnaires distributed to the students in the form of Indonesian language, because many of the students could not understand the whole statement in English. The questionnaires made in the form of Indonesian version because it was to gain more understanding for important points and to save the time allocation. The forms of the questionnaires are attached in the appendix B, page 68-72. b Interviews The other instrument being used was interview with the teacher. The type of this instrument was informal conversation interview. The first interview was done in the first day when coming to the school held on February 3, 2010. The researcher asked the teacher about characteristic of the students and class management to the teacher. The researcher collected some information about the students’ attendance, the students’ achievement, the materials, the syllabus and all related to the teacher’s task and duty. The purpose of this interview was to compile the report of the students, to identify the major problem of the class and to evaluate of teachers’ strategy. Some questions being prepared in direct situation still noted in the document of the researcher. The students of X KA also interviewed by the researcher. To know 34 the progress of the students, the researcher also interviewed 8 students after conducting the first and the second cycle on Tuesday, 4 May 2010. The specific questions of the interview were attached in the appendix B, page 77- 79.

b. Secondary data

Secondary data is data that can be collected from the other side. The data obtained by copying the data from the teacher such as numbers of the students, curriculum, daily students’ results, participation or attendance lists, and the students’ completion of tasks or achievement.

2. Action

The action of this research was the implementation of the planning about the technique of drills of tenses. The action also conducted the materials about five basic tenses. The teacher implemented the materials by using the technique to deliver the focusing activities. The specific explanation of the action expained in the data analysis technique in cycle I and cycle II.

3. Observation

The first step was to collect data about the students and the teacher in the situation of the class. The first observation was held on Wednesday, February 3, 2010.This observation was conducted to know the major characteristic of the students and their problems. The researcher used some checklist for the observation form made in table. The second and the third observation conducted when the first and the second cycle implemented on Tuesday, 30 March 2010 and 20 April 2010. There were two observation sheets i.e. observation of teacher’s and students’ activity in 35 the class. The researcher compiled some elements of statements for the teacher, such as the preparation, strategy, method, approach, task, and last performance. Meanwhile, the observed statements for the students were the readiness, cooperation, response, note-taking, and students’ assignment. The specific elements are explained in the table of the appendix E, page 114-115 and appendix F, page 124-125.

a. Test

These tests conducted twice when the first and the second of CAR implemented. For written test, the type of the test used was multiple choice questions and dichotomous questions. The first written test held on Tuesday, 6 April 2010. There were 25 questions multiple choices and 10 questions were dichotomous questions. The result of the test was compared to see the improving result with the second written test which held on Tuesday, 27 April 2010. The second written test was consisted of 30 questions with 10 filling the blank in the sentences, 5 questions multiple choices, 10 questions filling the blank dialogue, and 5 questions random sentences. The oral test also conducted twice when the implementation of two cycles on Tuesday, 30 March 2010 and 20 April 2010. The second oral test was conducted by giving additional points to the students to reach the target of achievement. The questions for the first and second oral test related with speaking the regularirregular verbs, tenses sentences and structures spontaneously with 15 questions. 36

4. Reflection

In this step, the researcher reflected all the data supported to see the effectiveness of drills of tenses for students of Chemical Analysis Class X. This was the last step of the cycle as reflection of the result. The result of the research would be completed with supporting data being compiled.

E. Data Analysis Technique

The data of student grammar fluency in the use of drills of tenses was measured by using grammar fluency record. In this record the students would be asked 15 oral questions. It was to see their progress or development for the use of drills of tenses in the class activities. There were two records would be conducted after the cycle I and cycle II. The learning interest of the students was measured by collecting the perception of the 32 respondents using questionnaires with 25 questions and with 5 responses. The questionnaire used to use open-ended questions, where the respondents chose from the available answers and the last wrote down the personal statements. The answers that were obtained from the questionnaire were numerical. This was the model of Likert scale using close-ended questions. While to know the effectiveness of the method was measured by using 2 written questions for the open questions. It is added in the last part. The questionnaire is given twice after first and second cycle conducted. Another way to know the students’ interest was by doing interview personally. There were 8 students being interviewed. They were interviewed after conducting the two cycles. Each student was given 5 questions about their 37 response during the use of drills using the tenses and suggestion for the next future. Variable of the students’ interest for learning drills of tenses in the questionnaire was measured using a 5 categories to questions where a positive supportive response score to the category of strongly agree = 5, agree = 4, neither agree or disagree= 3, disagree = 2, and strongly disagree = 1. Otherwise, for a negative question not supported had some answers to the categories scores strongly agree = 1, disagree = 2, neither agree or disagree=3, disagree=4, and strongly disagree = 5. Regarding to the indicators and item number of questions on the questionnaire could be seen in the table below: Table 3.1. Questionnaire Lattice of the Students’ Learning Activities No. Indicator No. Positive statements No. Negative statements 1. Students’ interest 1, 4, 18 7,13,20 2. Satisfactory levels 8,21 10,14 3. Activity of students in the class student participation 5, 9,11 16 4. Students’ motivation 3, 19,24,25 22 5. Self-potential development 2, 6, 23 12 6. Improved students’ achievement 17 15 38 The students also had written tests related to the tenses to measure the achievement of the class. The written test was conducted twice. In cycle I the students were tested 25 questions, 15 questions multiple choices and 10 questions filling the blank spaces. Meanwhile, in the cycle II the students were tested 30 questions with 10 questions filling the blank spaces, 5 questions multiple choices, 10 questions completing the dialogue and 5 questions arranging jumbled words into sentences.

F. Research Procedure