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CHAPTER III RESEARCH METHODOLOGY

A. Type of the Research This research is conducted through Classroom Action Research (CAR) design as suitable method. The researcher use this method to solve the problems in his classroom. It can also help the researcher to improve his teaching in his own classroom. The researcher follows the spiral model developed by Kemmis and Taggart (1988).

Classroom action Research activities starts involved repeated cycles, each consisting of planning, acting, observing, and reflecting. The result of one cycle is used to determine the need for the following cycle until the problems get solved by the strategy. It means that classroom action research is a research which is done by applying some cycles. Each cycle has four stages: Plan, action, observation, and reflection. The researcher believe this method is suitable to be applied in the classroom. According to Ferrance (2000:6) classroom action research is undertaken in a school setting. It is reflective process that allows for inquiry and discussion as components of the research. In this research, the researcher collaborated with other teachers become a team who works together to overcome the problems which are faced by teacher and others during the teaching process. The researcher provides two reasons in conducting this action research collaboratively; the first, the team want to solve the problems through involving themselves in the process of teaching from the beginning until the end of the action, sharing ideas and experience and learning each other, the second reason is to improve

22 the quality of reading comprehension and process in the class according to TELLS strategy.

B. Participants The participants of the research are the grade VIII A students of MTsN Sungai Tonang Kampar. This class consists of 22 students. Most of the students in this class got difficulties in comprehending narrative texts. So, the researcher chose this class for the improvement of this class.

C. Location The Research will be conducted at MTsN Sungai Tonang Kampar that is located on Jl. Mukhtar Number 6. It is in kecamatan Kampar utara, Kampar. The researcher chose this school as the place of his research because he is one of English teachers there.

D. Instrumentation The researcher is the key instrument since it is classroom action research. The Instruments that used in collecting the data is as follows: 1. Test Test is one of the instrument in this research. It is to measure the students comprehension after the learning process. The questions are in the form of multiple choice items. The test consists of 20 questions based on the indicator of reading comprehension of narrative text. The sources of the text test are taken from English textbooks for Junior High School. Here is the blue print of the test:

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Table 2 Indicators of Reading Comprehension of Narrative Text Variable Indicators Subindicators Number of Item

Item Number

Narrative text

Plot Setting Characterization Structure

Sequence of events Place Main character(s) Orientation Complication Resolution

Theme Reading comprehension Finding main idea Identifying reference Identifying inference

Moral value

2. Observation The researcher use checklist observation as other instrument. It is used to record the information of teaching and learning process through TELLS strategy. The observation is needed to know the development of the acticvities done by both teacher and the students during the learning process and to diagnose the problem found. Observation will be based on an observation table and an observation checklist. Then the class will be handled by the researcher. There are three kinds of observation checklist that was used in this research:

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a. Checklist of indicators of reading comprehension of narrative texts. This kind of checklist was used to observe whether the teacher teaches the indicators of reading comprehension of narrative texts or not. The checklist is as follows:

Table 3 The teachers observation Checklist of Reading comprehension of Narrative Text Cycle : Meeting : Date : Day : Give () if the teacher explains the indicator
Reading comprehension of Narrative Text

1. Plot 2. Setting 3. Characterization 4. Structure 5. Theme 6. Finding main idea 7. Identifying reference 8. Identifying inference

b. Checklist of indicators of TELLS strategy. The checklist is done by using observation checklist that consists of indicators of TELLS strategy. The objects of the observation are both teacher and students.

25 1) Students observation The collaborator/observer observed the students activities that consist of class activities (Study the title, examine the passage, look for important words, look for hard words, and identifying setting of the text). The checklist was filled by the collaborator/observer during teaching and learning process by giving mark () in the form. Below form of the observation checklist:

Table 4 The Students Observation Checklist of TELLS

Cycle Meeting Date Day

: : : :
Give () if the students do the step Students Activities

Name of students

Study the title

Examine the text

Look for important words

Look for hard words

Identify The Setting

2) Teachers observation
Table 5 The Teachers Observation Checklist Based on TELLS

Cycle Meeting Date Day

: : : :
Give () if the teacher does the step

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No 1. 2. Teachers Activities Mark

The teacher divides the students into group of four. The teacher goes over the acronym TELLS with the students.

3.

The teacher gives narrative text and TELLS worksheet to the students.

4.

The teacher introduce and explain the TEELS strategy to the students.
a. Title - Teachers then questions the students before reading, What is the title of the story? What does it tell us about the story? b. Examine students are asked to examine the pages to determine the main idea c. Look for important words, what kind of clues do they give d. Look for hard words, guess what they might mean, write down for after reading discussion. e. Setting discuss setting of story.

Fact or Fiction is the story fact or fiction based on the information gathered.
5.

The teacher reads the word aloud if the students identified a hard word, and provided them with the meaning of the words as they were used in the text.

6 7

The teacher asks the students read the story The students are asked to answer the comprehension

27 questions to ensure that they have mastered the material.

c.

Observation Checklist of lesson plan.

It was used to see the process of teaching learning, whether the teacher follows the step in the lesson plan or not.
Table 6 The Teachers Observation Checklist Based on Lesson Plan

Cycle Meeting Date Day

: : : : Give mark () if the teacher does the step.

Teachers activities Mark

Pre-teaching 1. Greeting and filling the attendance list. 2. Review last lesson. 3. Ask some questions related to text that will be given to call the students prior knowledge. While teaching 4. The teacher divides the students into group of four 5. The teacher goes over the acronym TELLS with the students. 6. The teacher gives narrative text and TELLS worksheet to the students. 7. Teacher writes a title of a narrative text on the board and asks students to read the title 8. The teacher introduce and explain the TEELS strategy to the students. 9. The teacher reads the word aloud if the students

identified a hard word, and provided them with the meaning of the words as they were used in the text. 10. The teacher asks the students read the story
11. Teacher leads a discussion about the narrative text. Post teaching 12. Teacher concludes the lesson by asking the students about their impressions, suggestions about the lesson.

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13. For authentic assessment, teacher asks students to do task. 14. The teacher asks the students about the difficulties that they faced while they are applying the TELLS strategy.

d. Field Note Besides observes the teachers and students activities in teaching and learning process, the collaborator also writes field note about something that she finds while teaching and learning process. It is hoped that the researcher can make an improvementwhen teaching at the next meeting, so the researcher can reach the goal. The observation must be flexible and open to record unexpected action of the participants or students. It also must be done carefully in order to know the result of the action research which has been done by the researcher. Below the form of the field note that is used in this research:

Research Field Note Cycle :

Meeting : Date : Day : Teachers Activities Students activities Note

29 3. Interview The researcher will use interview to collect some data related to factors that influenced the students in reading comprehension. The questions will be asked for the interview as follows : Table 7 Interview Guidance
No 1 Teachers question Do you understand the texts given by the teacher? 2 3 Do you like the topic of the story? What do you think about learning activities in the class? 4 5 6 Do you enjoy reading narrative text? Do you find difficult words in the passage? Do you like doing reading by using this strategy? 7 Does the use of TELLS strategy help you in understanding narrative text? Students answer

E. Procedure of the research The research is planned to conduct the following stepson classroom action research. It follows the cycle as it is stated by Kemmis and Mc Taggart(1982). It will be conducted through four steps; they are planning, action, observation and reflection. Its planned to be in two cycles or it can be more if it is needed.

The procedures of the research are figured out as follows;

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(Kemmis and Taggart, 1988: 10) The following is the explanation of the stage above:

a. Plan In this stage, the researcher plans and design activities that TELLS strategy will be used to improve the students reading comprehension of narrative text at MTsN sungai tonang Kampar which will be done during first cycle. Before applying the strategy, the writer prepared and planned several things in order to help in conducting this research. The researcher prepared the thing such as: the lesson plans in teaching reading comprehension of narrative texts by using TELLS strategy, teaching materials in teaching reading by using

31 TELLS strategy, sample of narrative texts, the instruments for gathering the data, test, observation checklist sheets in teaching reading comprehension of narrative texts by using TELLS strategy and scoring system for the test.

b. Action It is deliberated and controlled, a careful and thoughtful variation of practice, and it is critically informed. Then, the researcher will do the teaching reading by using TELLS strategy. In one meeting, he will spend forty five minutes. The following are the procedures of teaching reading through TELLS strategy. The procedures are performed for three cycles following with reflection to the teaching and learning process, as it is useful to arrange lesson plan for each meeting.

c. Observation In this stage the researcher will work collaboratively with a collaborator to observe the process of the instruction done by the researcher in applying the technique. The collaborator will check the observation list of the students activities in teaching and learning process. The researcher also observes the students during the learning process and will record it.

d. Reflection The researcher and the collaborator will evaluate the result of the observation and test given after each cycle. This is to know whether the teqnique apllied very well by the researcher and what the effects to the problem faced. The first cycle will be continued to the next cycles if the result hoped may not be satisfied yet.

32 E. Technique of Collecting the Data In collecting the data, the researcher will use three instruments to collect the data: Test, observation and interview. The test will be used as instrument to see whether TELLS strategy can improve students reading comprehension of narrative text. Observation and interview will be used to see the factors influence the changes of students reading comprehension of narrative text by using TELLS strategy. 1. Test Reading texts are taken from the English text book. To make the items of reading tests, they are connected to curriculum of the grade VIII A of MTsN Sungai Tonang Kampar. They are designed as well as possible in order that the students are easy to comprehend the test. With the reading comprehension test, the researcher will collect quantitative data in the form of students scores on the test. The test consists of four reading texts, each of which contains about eight questions. The data imply the level of students comprehension of a reading text. To measure students ability to comprehend a reading text, she will ask the students to determine the topic, the main idea, social function, generic structure, find out unfamiliar words, identifying references, identifying inferences and grammatical features. Each student will be asked to answer the test items

2. Observation To obtain the data about the implementation of TELLS strategy in improving students reading comprehension, the researcher will use observation checklist. In this case, the researcher will collaborate with other English teacher to

33 be observer. The observer fill the observation checklist based on the indicator stated in the sheet which are appropriate to the facts in teaching reading.

3. Interview It is used to collect additional data which is observed by the observer. In this case, the researcher and observer interview the students by using some related question to collect everything that can influence the implementation of TELLS strategy in the classroom

F. Technique of Analyzing the Data

The data analysis is crucial thing because from this it can be known the description of the situation and condition of the research. In this research the data is analyzed in quantitative and qualitative. 1. Quantitative data In analyzing the result of the test data of this research, researcher will use quantitative analysis where the data is presented in numerical form. This analysis is to see whether there will be some improvement in students reading comprehension of narrative text. To find out the students individual score the data is formulated as follow: % Where: S = students score X = number of correct answer N = number of items (Arikunto, 2009)

34 Then, the researcher counted the average of each indicator of each variable and is shown by graphs and tables. Graphs and tables are used to explain the progress of the students reading comprehension. To find the average score, the data is analyzed by using the following formula:

(Hatch and Farhady, 1982) Where : = the average score = sum of the students score N = the number of the students The result of the data will be shown in graphs and tables. These graphs and tables will be used to explain the progress of students reading comprehension. It will show to what extent the TELLS strategy can improve students reading comprehension of narrative text.

2. Qualitative data The qualitative data is collected through the observation, and interview. The writer also analyzes the data based on the observation sheets and field notes in order to know what factors change the students reading comprehension of narrative text by using TELLS strategy at grade VIII-A MTsN Sungai Tonang Kampar. According to Gay and Airasian(2000, 239-241) there are some steps for analyzing the data.

35 a. Data managing In analyzing qualitative data, the researcher will organize and manage the data collected from the observation and interview during the study. The purposes of data managing are to organize the data and to check the completeness of the data. These data will be organized related to the data gotten from the students reading test.

b. Reading and memoing The step of reading or memoing is necessary done by the researcher to get a record of his initial thoughts and sense of the data by reading the field notes, transcripts, memos and observers comments.

c. Description In analyzing qualitative data, the researcher will describe all the data he gets. Description will be made based on the observation and interview will be collected by the researcher. It is about the participants and the activities during the research. This is in order to get a true picture of a setting and events that take place in it so the researcher and the reader have an understanding of the context in which the study took place.

d. Classification The researcher will classify the data orderly, which means ordering the data from observation and interview to get detail information about participants and the activity during the research. This is in form of graphs. Therefore, the researcher will classify the cause of weaknesses and difficulties faced by the students. So, it will be easily interpreted by the researcher later on.

36 e. Interpretation The researcher interprets the data into general conclusion. It is based on the connection, common aspects, and linkages among the data. Interpretation of the data leads the researcher to make conclusion or understanding. In analyzing the data, the researcher will determine and make some interpretations of the findings of students reading comprehension of narrative text. The quantitative data shows the students reading comprehension by using the test and the qualitative data supports the result of the test and gives more explaination about the test. The qualitative data shows the factors influence the changes of students reading comprehension of narrative text.