80 situation looks like from other point of view. The sample of the students was
interviewed frequently. The result of the observation is the description of the qualitative data. The writer takes notes about the students’ difficulties in teaching
learning process
6. Reflecting
In every cycle an action is done, the action is always ended by test. Besides, to collect the data the research also seeks information directly using interview and
observation. The result of the test, interview and observation are analyzed to get the strength and weaknesses of the teaching and learning process. The strength can be
developed in next cycle while the weaknesses are used as basic steps to go on the next cycle. In other word, the next cycle is done as the treatment of the problems of
previous cycle. That is done until the desired result is gotten.
E. Data and Source of Data
In this research two kinds of data are used, qualitative and quantitative data. The quantitative data are the data in the forms of reading ability scores. The data are
students’ score from the beginning of the research to the end of the research. The qualitative data are the data that are taken from the students’ responses, observation,
and field notes. There are some sources of data 1 the event when the teaching learning process happens; 2 respondents or students; 3 collaborators; and 4 the
result of the students’ worksheet.
81
F. Techniques of Collecting the Data
The instruments used in this research are questionnaire, interview, observation, and test. Questionnaire is used to know the student’s interesting text
and frequency of reading. Interviewing in classroom research can take four forms: it can occur between teacher and pupil, observer and pupil, pupil and pupil and
occasionally teacher and observer. Interviewing is used to seek information directly and through a ream of irrelevant information. Observation is used to seek
information on basic topics. Test is used to know the students’ achievement in reading.
Before pretest was done, the researcher tried out test to know whether each of the tests item was valid or not. Based on the test validity, from 50 items of the test,
33 items were valid and 17 items were not valid. From 33 items which were valid, the researcher took 30 items to be used in pretest and pottest. Besides test validity,
there was test reliability. By using Kuder Ricchardson, the result of test reliability got 0,527. Because 0,527 was higher than r
tabel
0,312, the tests were reliable.
G. Techniques of Analyzing of the Data
Mills states that data analysis is an attempt by the teacher researcher to summarize the data that have been collected in a dependable, accurate, reliable, and
correct manner. Data analysis tries to report the outcomes or findings of the data collected, and data interpretation focuses on the implications or meaning of those
findings 2000:99. It means that after doing the research process, the teacher wants to summarize the result of what she has learned and what she thinks is for the
students.
82 There are two techniques in analyzing data, qualitative and quantitative
analysis. Direct observation in the class, interview, and questionnaires are used to find qualitative data. In analyzing qualitative data the writer analyze the
improvement of the teaching learning process by describing the result of questionnaire, student’s response, observation. Besides that the writer analyzes the
improving of teaching learning process which involves description, interpretation, and reflection in teaching and learning process. Description is a kind of fields notes
which consists of explanation of the real setting about activities, place, people, and document. This description becomes authentic data which can be used as the
starting point to make an interpretation. Mills states that analyzing qualitative data has eight steps:
1. Identifying Themes
The teacher should start to analyze his data inductively. It is the first step which should be done by the teacher.
2. Coding Surveys, Interviews, and Questionnaires
Coding is one of the most frequent data analysis activities undertaken by the action researchers. Besides, coding is the process of trying to find patterns and
meaning in data collected through the use of surveys, interviews, and questionnaires. They are common because surveys, interviews, and
questionnaires are generally accepted as parts of the school culture, and they provide a great deal of information in relatively short amount of time. Field
notes, transcript of taped interviews, pictures maps, charts, and so on are used to manage and sort the data.
83 3.
Asking Key Questions Key questions are used to find the data analysis. They are used to extend the
understanding of the problems and context which the researcher investigated. Key questions may be the very questions with which the researchers began their
action research inquiry. 4.
Doing an Organizational Review Stringer in Mills states that another approach is undertaking an organizational
review that focuses on the following features of the organization in this case, a school: vision and mission, goals and objectives, structure of the organization,
operation, and problems, issues, and concerns 2000: 101. 5.
Concept Mapping The concept maps are useful strategy for action research participants to use to
visualize the major influences that have affected the study. A concept maps give participants an opportunity to display their analysis of the problem and they feel
that participants may exist between the disparate groups. 6.
Analyzing Antecedents and Consequences Srtinger in Mills suggests a process of mapping antecedents causes and
consequences effect to help action researchers identify the major elements of their analysis 2000: 102.
7. Displaying Findings
It is important to summarize the information that the researchers have collected in an appropriate and meaningful format which is used to share with colleagues.
84 To do this, it is helpful for researcher to display using matrixes, charts, concept
map, graphs and figures. 8.
State What’s Missing The results of action appear some weaknesses and strengthen. The data analysis
techniques of stating what’s missing or the weaknesses allow the researcher to hint at what should be done in next cycle.
In analyzing quantitative data the writer analyzes the improvement of the students’ reading skill by describing the result of pretest and posttest. Quantitative
analysis is used to know the difference between the pretest and posttest by using t- test as follows: t =
1
2 2
- -
å å
N N
N D
D D
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CHAPTER IV RESEARCH FINDINGS
