Figure 3.2 The phases of Classroom Action Research modified by the writer
CYCLE 1
CYCLE 2
Planning
After interviewing, observing and conducting test before CAR. The teacher
and the observer make instruments, such as: lesson plan, observational notes,
observational guidelines, and test after CAR
Acting
In this CAR, the writer acts as the teacher
and the real teacher becomes the observer. The teacher conducts the lesson plan, teaches
descriptive text, explains the schematic structures, and applies group work technique
Observing
The observer the real teacher observers teaching learning activity in the classroom,
such as
class situation,
teacher’s performance, and students’ response
Identifies the students’ achievement in learning reading descriptive text by giving
the test after CAR in cycle 1 at the end of the cycle 1.
The writer calculates students’ improvement scores from test before CAR to test after
CAR in cycle 1 whether improving or not.
Reflecting
The teacher and the writer discuss not only
about the
result of
the implementation of CAR, but also
students’ achievement
and the
technique. The teacher and the writer prepare the
lesson plan for the next cycle and for test after CAR in cycle 2 in order to
know the improvement of students’ score and to solve the problem
unfinished yet.
Planning
The teacher and the writer revise the lesson plan and modify the group work
technique with some modifications. The teacher and the writer prepare
observational guidelines and the test after CAR in cycle 2.
Acting
The teacher teaches descriptive text according to a new lesson plan
The teacher modifies group work by giving the meaning of some unfamiliar words
word bank and getting students to bring dictionary.
Observing
The observer observes the process of teaching
learning activity
in the
classroom which includes class situation, teacher’s performance, and students’
response. Students are given the test after CAR in
cycle 2 in the end of cycle 2. The
writer calculates
student s’
improvement scores from test after CAR in cycle 1 to test after CAR in cycle 2.
Reflecting
The writer and the teacher discuss about the result of the implementation CAR by
modifying a new strategy in action, about
students’ response with the strategy, about improvement students’
score in reading descriptive text and about analyzing the result from test after
CAR in cycle 1 to test after CAR in cycle 2.
The writer and the teacher make an agreement, if the target is not achieved,
the action will be continued to cycle 3, but if the target is achieved, the action
will be stopped.
.
F. Classroom Action Research CAR Procedures
Kurt Lewin’s Classroom Action Research design has four phases within one cycle. Those are planning, acting, observing, and reflecting. The writer
conducts the first cycle to know the implementation of Classroom Action Research by using group work technique in teaching reading descriptive text.
After finishing the first cycle, the writer may not get satisfaction of the result or may get a new problem or unfinished problem yet. Therefore, the writer needs to
continue the research to the second cycle by adding a new strategy but still use the same technique of the first cycle.
1. Planning Phase
In this phase, after conducting interview with the English teacher and observe teaching learning process in VII
– 1 classroom, the writer begins to identify students’ problems in understanding the reading text
especially on descriptive text. Then she and the teacher try to solve the problems by searching some techniques which appropriate with the
material. Finally they choose group work as a technique to be implemented in the classroom. After that she makes a lesson plan based on
the syllabus, material, media, resources, and evaluation which consist of tests before and after CAR in cycle 1 and 2. The lesson plan will be
implemented in VII – 1 grade at MTsN 19 Pinang Kalijati.
2. Acting Phase
In this phase, the writer and the teacher work collaboratively in implementing the planned action. The role in this action, the writer
becomes the teacher who conducts a planned action and the real teacher becomes the observer teaching learning activity in the classroom.
However, acting phase is the implementation of a planned action. The writer directly involves in the class research totally, from the beginning
until the end of the research. The writer chooses two cycles in which each cycle consist of two meetings in action.
3. Observing Phase
During the acting phase, the real teacher observer observes teaching learning activity in the classroom. When the real teacher
observes, he has to make observational notes which is written about all of activities that happened in the class research and check the guidelines of
teacher’s observation. For example class situation, teacher’s performance, students’ response, etc. However, observing phase is a phase to collect the
data tests before and after CAR that related to teaching learning activity which has the aim to know and to solve
the students’ problem.
4. Reflecting Phase
The reflection is the process to evaluate data that have been collected in the observing phase. Both the writer and the teacher try to
reflect the result of previous study, discuss and analyze the data. In this phase, they also discuss some problems that occur in the classroom
research. The analysis result is used for reference to the next plan or cycle if it is needed. Thus, reflecting phase can be determined after the acting
phase and the observing phase.
G. Technique of Collecting Data
In collecting the data, the writer uses qualitative data and quantitative data. To collect the data, the writer uses some techniques:
a. Observation
When the writer observes to the school before CAR, she uses the open observation to get the information about the real condition in
teaching learning activities. Then during CAR, the real teacher becomes the observer who makes a note about situation in the class while teaching
learning process, teacher’s performance in teaching reading descriptive
text, and students’ response in learning descriptive text by using group
work technique.
b. Interview
The writer uses unstructured interview. She interviews to the teacher before and after CAR in order to get the information about
students’ problem in reading activity, material that students’ have to be learnt,
students’ condition in the class, and teacher’s strategy in teaching reading.
c. Test
In this study, besides getting information from the teacher who stated that students
’ score in reading descriptive text are still under the Minimum Mastery Criterion
– Kriteria Ketuntasan Minimal KKM whereas the score of KKM is 65 sixty five, but they only get 60 sixty
for the average score that the writer has mentioned in chapter 1. Therefore, the writer tries to give tests before and after CAR. Then, to make easy the
writing of this paper, the writer provides the term pretest for test before CAR and posttest for test after CAR. The writer gives written test pretest
and posttest in order to measure the students’ achievement in reading
descriptive text, to know the students’ ability in reading descriptive text
before and after teaching reading descriptive text by using group work and to kno
w whether the students’ reading skill is improving or not. d.
Documentation In this research, the writer wants to give documentation which
shows photos in teaching learning activity during CAR in cycle 1 and cycle 2. It uses to show that the writer really has implemented CAR.
Photos are captured by the observer in teaching learning process.
H. Technique of Data Analysis
The techniques of data analysis consist of data from observational notes, guideline of teacher’s observation, interview, documentation photos and tests
pretest, posttest 1 and posttest 2. In analyzing the qualitative data of this research, the writer uses the observation of students’ activities during teaching
learning process class situation, teacher performance, and s tudents’ response and
