English text-types as the genres to be taught to the students in the preliminary reflection and at the beginning of the cycle to know the prior knowledge of the
genre to be taught.
3. Test
The researcher needed the scores of the students’ capability in comprehending the English texts. Therefore, he carried out pre-test and post-test
of cycle 1 and cycle 2 to know the improvement and the condition of the students’ capability before and after implementing Collaborative Learning CL. The main
target of the test was to know whether there was a significant improvement on the students’ capability in comprehending the English texts or not through CL.
F. Technique of Analyzing the Data
The technique applied in analyzing the data in this research was by comparing the results of the pre-test and the results of the post-test in the research
and the number of the students being active in the first cycle and the ones in the following cycle after the treatments were given in the first and the second cycle.
As there were two kinds of data collected from the research, there were two different techniques of data analysis. In analyzing the quantitative data, the
students’ achievements were listed and were determined the highest and the lowest scores and the means. Then, the writer compared the results with the prior
condition. The quantitative data were also analyzed by using non independent t- test to know whether there was a significant improvement or not between the
students’ scores in the previous conditionpre-test and the students’ scores after
being given treatmentspost-test 1 and post-test 2. The formula of non independent t-test is as follows:
The qualitative data were analyzed by using Constant Comparative Method as suggested by Glaser and Strauss 1980: 105. The method has four
steps namely: 1 comparing incidents applicable to each category; 2 integrating categories and their properties; 3 delimiting the theory; and 4 writing the
theory. The process includes the following steps. Comparing incidents applicable to each category. In this step, the
process was analyzed by coding each incident in the data into as many as categories as possible. Coding needed to consist only of nothing categories on
margin but can be done elaborately. As categories and the properties emerge, the analyst would discover two kinds: constructed and abstracted of language research
situation. Integrating categories and their properties. The researcher started to
note the relationship among the concept then the relationships to be emerged, therefore, it was necessary for the researcher to notice all concepts.
Delimiting the theory. As soon as possible, the formula of the relationships among the concepts initially noted but evidently irrelevant to the
inquiry and reduce and reduced the categories of the theory that the theory became simpler.
Writing the theory. Finally, the researcher shared with the others about his findings in the words. These steps were regarded as the process of the research
study.
.
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
This chapter describes the various stages of activities developed as part of implementing the collaborative learning in a classroom action research. The
objective is to present the fact findings which provide evidence answering the problem statement stated in chapter I. The description of the findings is based on
the data from the researcher’s field note, the participant’s notes, the collaborator’s observation, the interview, and the tests. Broadly, the activities, spread out over a
period of 9 weeks, fell into two groups: those considered preliminary phase of CL and the main phase of CL applying teaching cycle under the following steps: pre-
reading activities, while-reading activities, and post-reading activities.
A. Introduction
This study began when the researcher realized that the eleventh year students of science one of MAN Sukoharjo had problems in comprehending the
English texts. The problems were indicated by the low achievement of English semester test mean: 4.0 and low motivation of the students. Then the researcher
conducted the preliminary observation to find out the problems faced by the students and teaching-learning situation done by the previous teacher.
Concerning with the students’ problems, there were many factors which caused their difficulties in comprehending the English texts. Based on the
