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Research Market

VIEWS: 16 PAGES: 8

It covers research location, research time, and classroom action research cycles as follows:

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									                                      CHAPTER III

                                 RESEARCH METHOD

A. Research Setting

           This research uses classroom action research ( CAR). It covers research location,

   research time, and classroom action research cycles as follows:

   1. Research location

        This classroom action research will be conducted at one senior high school in

        Pallangga, Gowa regency. The subject of this research is the first grade students in

        class X2 in 2010/ 2011 academic year. The class consists of 43 students with 26

        women and 17 men.

   2. Research Time

        This research will be conducted in may – july 2010 / 2011 academic year. This

        research time is determined based on school academic calendar because calssrom

        action research requires two cycles.

   3.   Classroom Action Research Cycles

        This classroom action research will be conducted through two cycles. It means at

        observing the improving of the students’ writing ability by using clustering technique.

B. Classroom Action Research Preparation

   1. Observation

        The observer observes research subject for one week namely pre-action. The observer

        analyzes the students’ writing in order to apply the technique well.

   2. Lesson Plan

        Before doing classroom action research, the observer prepares lesson plan.
C. Research Subject

   The research subject of this classroom action research is the first grade students in class

   X2 in 2010/2011 academic year. The class consists of 43 students with 26 women and 17

   men.

D. Research Instrument

   In this research, the researcher will use some instruments for collecting data:


     1. Observation sheet


                  Observation sheet aims at finding out the students’ data about their

           presence and activeness in teaching learning process.


      2. Test


                  Facts test aims to get information about students’ improvement after

           teaching learning process ends. Students will be given the topic where they will

           write into the paragraph.


E. The Technique of Collecting Data

   1. The data source: the data source in this research is the students of SMANegeri 1

       Pallangga Gowa

   2. The data analysis

   The type of the data which is received consists of:

      1.   The result of the study as quantitative data

      2.   The result of observation as qualitative

   3. The way in taking data

       1. The result of data students is taken by giving the test to the students.
          2. The activity of data students in the class in action research is taken from the

              process of observation format.

   F. Research Procedure

      In this classroom action research (CAR), the observer uses the CAR principle to collect

      the data. The research is divided into two cycles with each cycle consist of four phases.

      The cycle is described through the scheme of action research phases as follows:

                                               Planning



                           Reflection           Cycle I            Action


                                             Observation



                                               Planning



                          Reflection           Cycle II            Action


                                             Observation



                                                ?


                        The scheme of Classroom Action Research


Cycle 1

      Cycle 1 consist of planning, action, observation, and reflection as follows:

   1. planning

      In this phase, the observer makes:
            a. The lesson plan after getting the problem in the class by applying Clustering

                technique.

            b. Instrument evaluation that will be used in classroom action research cycle

            c. Observation sheet

2. Action

 a. The teacher applies Clustering technique in the class.

 b. The teacher puts the students into four members learning that are mixed in performance

     level, gender, and ethnicity.

 c. The teacher writes down a topic in the idle of the paper. It could be a word or phrase

 d. The teacher writes down a new word or a phrase around the topic and circle.

 e. The students added with more new ideas and circled it.

 f. The students connected each new ideas with a new line.

 g. The students started their writing.

3. Observation

   In this phase, the observer observes:

   a. Students’ participation and response during teaching and learning process.

   b. Students’ competence in answering exercises.

4. Reflection

   After collecting the data, the observer evaluates the teaching learning process. Then do

   repletion by seeing the result of the observation, whether the teaching learning process of

   writing by using Clustering technique reaches success criteria based on the test result of

   the first action.
Cycle II

It is lie cycle I, cycle II also consist of Planning, action, Observation, and reflection as follows:

   1. Planning

       In this phase, the observer makes:

       a. The lesson plan by applying Clustering technique.

       b. Instrument evaluation that will be used in Classroom action research cycle.

       c. Observation sheet.

   2. Action

       a. The teacher applies Clustering technique in the class.

       b. The teacher puts the students into four member learning teams that are mixed in

           performance level, gender, and ethnicity.

       c. The teacher writes down a topic in the idle of the paper. It could be a word or phrase

       d. The teacher writes down a new word or a phrase around the topic and circle.

       e. The students added with more new ideas and circled it.

       f. The students connected each new idea with a new line.

       g. The students started their writing narrative.

   3. Observation

       In this phase, the observer observes:

       c. Students’ participation and response during teaching and learning process.

       d. Students’ competence in answering exercises.

   4. Reflection

       After collecting the data, the observer evaluates the teaching learning process. Then do

       repletion by seeing the result of the observation, whether the teaching learning process of
   writing by using Clustering technique reaches success criteria based on the test result of

   the second action.

   In the second cycle, the observer makes conclusion of the applying Clustering technique.

   Clustering technique in improving the students’ writing ability at first senior high school

   in pallangga, Gowa regency.

G. Technique of Data Analysis

             The data from the students was calculated in the mean score to find out the

   students’ writing ability, it was aimed from ESL Composition profile by Jacobs et al in

   Kardina (2001:20).

 1. Scoring and classifying the students’ ability into the following criteria:

   1. Content

   To evaluate the score of the content, the researcher used the following scale:

     Score          Classification                           Criterion

     27-30           Very Good         If the central purpose, the unity, the coherence
                                       and continuity of paragraph are all correct
     23-26                Good         If the paragraph contained few errors of the
                                       central   purposes,     unity,    coherence,   and
                                       continuity
     20-22              Average        If the paragraph contained some errors of the
                                       central   purposes,     unity,    coherence,   and
                                       continuity
     17-19                Poor         If the paragraph or composition dominated by
                                       errors of the central purposes, unity, coherence,
                                       and continuity
     13-16              Very poor      If the central purpose, unity, coherence, and
                                       continuity are all incorrect
         2. Language use or grammar


                         To evaluate the score of the language use or grammar, the researcher used
              the following scale:

          Score              Classification                        Criterion

          23-25               Very Good         If the grammar of the paragraph are all correct

          20-22                  Good           If the paragraph contain few errors of grammar

          16-19                Average          If the paragraph contain some errors of
                                                grammar
           9-15                  Poor           If the paragraph dominated by errors of
                                                grammar

            5-8               Very poor         If the grammar of the paragraph are all incorrect



                                                                                          (Jacobs et al )




2. Calculating the mean score of each total score of the group, the following formula used:


   X=

Where:            X      =         Mean score

                  ∑x     =         The total score

                  N      =         The total number of students


3. Calculating the percentage , the following formula used:

         P=     X 100

         Where :          P        =      percentage
F   =   Ferquenency

N   =   the total number of students

								
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