38
Students’ Work
Another instrument used in this study was students’ work. Here, the students’ work referred to the Venn diagrams. From the Venn diagrams, the
researcher could see whether or not the students had understood how to fill in it. The researcher used the Venn diagrams in both cycles. In the first cycle,
students worked on the Venn diagrams individually. In the second cycle, students worked in groups so they could discuss and stimulate richer
background knowledge. Thus, the Venn diagrams were done together in groups.
E. Data Analysis Techniques
After conducting the acting stage, the researcher analyzed the data as the part of the observing stage. In analyzing the data, first the researcher found
out the Index of Difficulty and assessed the tests. The researcher then calculated the mean of the scores by using descriptive statistics. Then the
researcher analyzed the observation results by using qualitative approach. The researcher also analyzed students’ work by using the content analysis.
1. Exploring the Index of Difficulty
The researcher firstly analyzed the answers of the tests by examining each question and saw how many students answered correctly and incorrectly.
The number of the individuals who answered correctly was then used to find the Index of Difficulty for each test item Marshall Hales, 1972. From the
resulted number, it could be seen which questions that were considered PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 difficult for students so their area of difficulty could be detected. According to
Nation 2005, difficulties in reading comprehension “must be related to weaknesses” in particular components p.250. Therefore, it is necessary to
diagnose students difficulties and find precisely the right techniques to remediate them Drummond, 2009. Therefore, the Index of Difficulty is
formulated as follows.
Note: R
: the number of test takers who answered correctly n
: total number of test takers
2. Descriptive Statistics
The researcher also employed descriptive statistics when analyzing the students’ reading tests scores. The researcher measured the average or the
mean of the scores since measuring the average is a convenient way of reviewing data to find a single index that is able to represent a whole set of
measures Ary, Jacobs Sorensen, 2010. Besides, the measurement of the average is also used to see where the majority of scores are located Cohen,
Manion, Morrison, 2011. To find the mean of the scores x̄, the researcher
used the formula: D
=
� �
x̄ =
∑� �
40 Note:
∑x : total scores
n : the number of test takers
3. Observation Data Analysis
To see the implementation of the Venn diagram strategy in the class, the researcher used observation as the main technique. The researcher used a
discourse analysis to analyze the observation. Meanings in a discourse analysis were obtained through the observation and language. Thus, the
researcher combined the data from peer-observers and direct observation done by the researcher herself. The data recorded in the observation sheets were
more about students’ behavior and the class situation in general. In addition, the data from the researcher’s direct observation were more on students’
utterances in a form of conversation, questions, and complaints. However, the data were kept confidential and the researcher made it available upon request.
4. Content Analysis
A content analysis technique was used to analyze students’ work
particularly the Venn diagrams. In a broader definition, a content analysis is “any technique for making inferences by objectively and systematically
identifying specif ied characteristics of messages” Holsti, 1969, p. 14. Since
students’ work was considered as documents, a content analysis could also be used for examining trends and patterns in documents Stemler, 2001. Thus,
through the content analysis, the researcher interpreted students’
