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From the figure above, we can see that CAR consists of four phases within
one cycle. They are planning, acting, observing and reflecting. If the students
cannot reach the criteria, so it is necessary to continue to the second cycle with the same concepts of the first cycle which uses identical phases.
Based on the Kurt Lewins Action Research Design above, the writer described the detailed steps in this following figure.
Figure 3.2 The Writer’s Action Research Design
PLANNING
- Making lesson Planning
- Preparing Teaching media
- Preparing observation sheet
ACTING -
Explain about materials
- Giving the example
of conditional sentence type 2.
- Connected students‟
subject materials with their real life
situation -
Practice students make the sentences
- Giving Post-test 1
for students
OBSERVING
- Asking students‟ opinions or
responses -
Observing the class while students are practicing
- Finding the students difficulties
to improve for the next cycle PLANNING
- Identifying the problem
cycle 1and finding the solution.
- Revise the lesson plan.
REFLECTING -
Analyze students‟ achievement.
- Discuss with the English
teacher. -
Evaluation the result of the cycle II.
- Analysis students‟
improvement in using conditional sentence
type 2 based on their score of post-test 2.
REFLECTING -
Evaluating teaching and learning process.
- Analyze students‟
achievement. -
Revise the action planning for the next cycle.
- Checking the result of post-
test 1
ACTING -
Preparing a song related to conditional
sentence type 2. -
Practice the learning process with their
group. -
Perform each group in front of the class..
- Giving Post-test 2 for
students. OBSERVING
- Observing students‟ participation.
-
Observing students‟ achievement
.
Cycle 1
Cycle 2
?
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G. The Classroom Action Research CAR Procedures
The writer uses classroom Action Research which consists of four phases within one cycle. They are planning, acting, observing and
reflecting. This research will be done on two cycles. If the first cycle has not been achieved, it will be continued to the next cycle with the identical
phases of the first cycle. The following are the explanations about four phases:
1. Planning phase
The first phase in this research is making a planning before implementing the action in the class. In this phase, the writer prepares
what she needs to take the research, or what she uses in teaching and learning process. She prepares the materials, makes lesson plan based on
the syllabus which is used at that school, prepares the teaching aids to facilitate the research and also she prepares research instrument such as:
observation sheet, and the tests which are going to use in this Classroom Action Research.
2. Acting Phase
Acting performed by the researcher to solve or answer the problem by analyzing classroom organization, or who needs to be a collaborator, and
who will take the test. In this phase, both the researcher and the teacher collaborate to carry out the planned action.
The researcher hold teaching learning process based on lesson planning which has been arranged, with the material has been planned
based on the result of decision with observer. After making the planning, the researcher begins to implement the
technique in the classroom and it is done in two meetings within each cycle. Before implementing the first meeting, she gives the students pre-
test in order to know their ability in conditional sentence type 2. 3.
Observing Phase In this step, the researcher writes what all happened to know, and
make document for each indicator from the result and process are obtained
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either is appeared by planning or not in the class during acting. Collecting the data needs observation or assessment format which is arranged to
accurate of performing scenario acting from time to time and the impact toward the process of teaching and learning activity in the class.
4. Reflecting Phase
Reflecting is the last phase of classroom action research. It is a step for processing the data which the researcher finds when acting
observation. It is necessary to hold evaluation for completing the next cycle. The data are interpreted and analyzed by the writer. She works
collaboratively with the English teacher. His participation in this phase is to help the researcher holds reflecting and evaluation accurately.
However, if the students have not reached the KKM, the writer will
continue to the next cycle with the same concepts which uses identical phases, they are; planning, acting, observing, and reflecting.
H. The Technique of Data Analysis
In this research, the writer analyzes two kinds of data which have been collected during the Classroom Action Research, there are: qualitative and
quantitative data. The qualitative data covers the observation of students‟ activities during teaching learning process, the interview before and after
Classroom Action Research and questionnaire. Besides, quantitative data is gained from the students‟ score of pretest, posttest1 and posttest2. It is used
to measure students‟ ability in understanding the material given and also to
know their improvement after learning the material by using the writer‟s
technique. To analyze this data, the writer uses formulas as follows: First, the writer calculate the average of stu
dents‟ score each actions wit one cycle. It is used to know whether the students can reach the KKM or
not. Here is the formula:
8
8
Sudjana, Metode Statistika, Bandung: PT. Tarsito, 2002, p. 67.
