CHAPTER 3 CHAPTER 3
RESEARCH METHODOLOGY RESEARCH METHODOLOGY
This chapter presents the research methodology used in this study in order This chapter presents the research methodology used in this study in order to find out the answer of the problems. In detail, it describes research method to find out the answer of the problems. In detail, it describes research method and approach of the research, research design, procedure of the research, and approach of the research, research design, procedure of the research, technique of collecting and processing the data, reliability and validity, site of technique of collecting and processing the data, reliability and validity, site of the research and participant.
the research and participant.
3.1 Research Method and Approach of the Research 3.1 Research Method and Approach of the Research
3.1.1 Research Method 3.1.1 Research Method
According to Burns (2000),
According to Burns (2000), ““Research is a systematic investigation toResearch is a systematic investigation to find answers to a problem
find answers to a problem”” (p. 3). In this study, it needs to find out the answer (p. 3). In this study, it needs to find out the answer of the problems stated in chapter I. This study was to investigate the use of of the problems stated in chapter I. This study was to investigate the use of Directed Reading Thinking Activity in improving students reading Directed Reading Thinking Activity in improving students reading comprehension on narrative text. To find out the information to answer the comprehension on narrative text. To find out the information to answer the problems, this study applied qualitative method.
problems, this study applied qualitative method. He stated (2000),
He stated (2000), “Qualitative methods attempts to capture and understand“Qualitative methods attempts to capture and understand individual definitions, descriptions and meaning of
individual definitions, descriptions and meaning of events”events” (Burns, 2000, p.(Burns, 2000, p. 388). This study, described the use of Directed Reading Thinking Activity in 388). This study, described the use of Directed Reading Thinking Activity in teaching reading comprehension on narrative text. It described the process of teaching reading comprehension on narrative text. It described the process of using this technique and also
using this technique and also students‟ activitstudents‟ activitiesies to find out the students‟to find out the students‟ achievement in reading on narrative text. After finishing the learning process, achievement in reading on narrative text. After finishing the learning process, this study used interview to find out the students response by using this this study used interview to find out the students response by using this technique. Interview conducted to provide useful information from the technique. Interview conducted to provide useful information from the students. It permitted the students to describe detailed personal information. students. It permitted the students to describe detailed personal information. This information helps the researcher to understan
This information helps the researcher to understand the students‟ opiniond the students‟ opinion whether the use of Directed Reading Thinking Activity in reading whether the use of Directed Reading Thinking Activity in reading comprehension on narrative text improved their reading skill or not.
comprehension on narrative text improved their reading skill or not. 3.1.2 Approach of the Research
3.1.2 Approach of the Research In 2000, Burns explains
In 2000, Burns explains “Qualitative approach forms of investigation tend“Qualitative approach forms of investigation tend to be based on a recognition of the importance of the subjective, experiential to be based on a recognition of the importance of the subjective, experiential
„life word‟ of human being” (
„life word‟ of human being” (p. 11).p. 11). This study was not presented as statisticalThis study was not presented as statistical summations, but it described as the real condition of the investigation. The summations, but it described as the real condition of the investigation. The approach relies on general interviews and observations. Interview used to find approach relies on general interviews and observations. Interview used to find out the students‟ response and to provide in depth information on
out the students‟ response and to provide in depth information on the use of the use of Directed Reading Thinking Activity in teaching reading comprehension on Directed Reading Thinking Activity in teaching reading comprehension on narrative text. Meanwhile, observation used to describe the process of using narrative text. Meanwhile, observation used to describe the process of using this technique and
this technique and students‟ activities to find out students‟students‟ activities to find out students‟ achievement duringachievement during implementing this technique.
implementing this technique.
3. 2 Research Design 3. 2 Research Design
The research design in this study was Classroom Action Research. The The research design in this study was Classroom Action Research. The reason for choosing Classroom Action Research, because it was related to the reason for choosing Classroom Action Research, because it was related to the statement of the problem that this study applied Directed Reading Thinking statement of the problem that this study applied Directed Reading Thinking Activity to improve students‟ reading comprehension on narrative text. Activity to improve students‟ reading comprehension on narrative text. Classroom Action Research was a practical guide for the researcher who Classroom Action Research was a practical guide for the researcher who wishes to undertake this study in the classroom for the purpose of improving wishes to undertake this study in the classroom for the purpose of improving reading comprehension on narrative text. In 1993, Hopkins argues that reading comprehension on narrative text. In 1993, Hopkins argues that classroom research encouraged the researcher to make teaching more classroom research encouraged the researcher to make teaching more competent and increased responsibility for action and create a more energetic competent and increased responsibility for action and create a more energetic and dynamic environment in which teaching and learning process.
and dynamic environment in which teaching and learning process. According to Burns (2000)
According to Burns (2000) he writes that “Actionhe writes that “Action-research is the-research is the application of fact-finding to practical problem-solving in a social situation application of fact-finding to practical problem-solving in a social situation with a view to improve
with a view to improve the quality of action within it”the quality of action within it” (p. (p. 443). 443). In In (1981),(1981), Kemmis and Grundy define action-research in education as:
Kemmis and Grundy define action-research in education as:
A family of activities in curriculum development, professional development, A family of activities in curriculum development, professional development, school improvement programmers, and system planning and policy school improvement programmers, and system planning and policy development. These activities have in common the identification of strategies development. These activities have in common the identification of strategies of planned action which are implemented, and then systematically submitted of planned action which are implemented, and then systematically submitted to observation, reflection and change. Participants in the action being to observation, reflection and change. Participants in the action being considered are integrally involved in all of these activities (Burns, 2000, p. considered are integrally involved in all of these activities (Burns, 2000, p. 443).
Meanwhile, he argues
Meanwhile, he argues ““Action researchers explore a practical problemAction researchers explore a practical problem with an aim toward developing a solution to a problem. This is a practical with an aim toward developing a solution to a problem. This is a practical guide for teacher who wishes to undertake research in the classrooms and guide for teacher who wishes to undertake research in the classrooms and school for the purpose in improving practice
school for the purpose in improving practice” ” ((Creswell, 2012, p. 586-587).Creswell, 2012, p. 586-587). This study investigated the problem of reading comprehension on narrative This study investigated the problem of reading comprehension on narrative text then applied technique in improving of teaching reading comprehension text then applied technique in improving of teaching reading comprehension on narrative text
on narrative text by using Directed Reading Thinking Activity.by using Directed Reading Thinking Activity.
From definition above, it assumed that Classroom Action Research was From definition above, it assumed that Classroom Action Research was applied for specific, practical issue and seeks to obtain solution to a problem applied for specific, practical issue and seeks to obtain solution to a problem in this study. It was systematic procedure that used to gain information and to in this study. It was systematic procedure that used to gain information and to improve the students‟ reading comprehension on narrative text
improve the students‟ reading comprehension on narrative text in senior highin senior high school. It helps the researcher in providing opportunity to reflect her own school. It helps the researcher in providing opportunity to reflect her own practices and solve the problem of reading comprehension on
practices and solve the problem of reading comprehension on narrative text.narrative text. In 2012, Suyadi says that Action research was des
In 2012, Suyadi says that Action research was des cribed as proceeding in acribed as proceeding in a spiral of steps which consists of planning, acting, observing, and evaluating spiral of steps which consists of planning, acting, observing, and evaluating the result of the action. In 2006, Arikunto summarized the approach to action the result of the action. In 2006, Arikunto summarized the approach to action research in the model shown in figure (Suyadi, 2012, p. 50).
research in the model shown in figure (Suyadi, 2012, p. 50). Figure 2.1 Figure 2.1 PLAN PLAN CYCLE 1 CYCLE 1 OBSERVE OBSERVE PLAN PLAN CYCLE 2 CYCLE 2 OBSERVE OBSERVE ACTION ACTION ACTION ACTION REFLECT REFLECT REFLECT REFLECT
The study conducted cooperatively with an English teacher in that school The study conducted cooperatively with an English teacher in that school to improve the quality of teaching learning process in the class by to improve the quality of teaching learning process in the class by implementing useful practical knowledge. The teacher participated in the implementing useful practical knowledge. The teacher participated in the observation process as observer in the class. The teacher helped the researcher observation process as observer in the class. The teacher helped the researcher to acquire the data by commenting on the activities and procedure involved to acquire the data by commenting on the activities and procedure involved the use of Directed Reading Thinking Activity in the class and giving the use of Directed Reading Thinking Activity in the class and giving reflection as the betterment in the next cycle. The researcher herself acted out reflection as the betterment in the next cycle. The researcher herself acted out as the observer
as the observer and the teachand the teacher in the class. er in the class. According to According to Creswell (2012),Creswell (2012), ““Action researchers collaborate with other, often involving co participants inAction researchers collaborate with other, often involving co participants in the research. These co participants may be individuals within a school or the research. These co participants may be individuals within a school or outside personnel such as university researchers or professional association outside personnel such as university researchers or professional association groups
groups” (p. 58” (p. 586-578). The teacher helped the researcher to collect the data and6-578). The teacher helped the researcher to collect the data and to concept of interacting was central to understanding Directed Reading to concept of interacting was central to understanding Directed Reading Thinking Activity which implemented in the classroom in teaching reading Thinking Activity which implemented in the classroom in teaching reading comprehension on narrative text.
comprehension on narrative text.
This study was conducted in three cycles which consisted of three meeting This study was conducted in three cycles which consisted of three meeting with ninety minutes duration for each meeting. The study stopped when with ninety minutes duration for each meeting. The study stopped when students‟ behavior and students‟ achievement
students‟ behavior and students‟ achievement especially in their readingespecially in their reading comprehension skill on narrative text was improved.
comprehension skill on narrative text was improved.
3. 3 Procedure of the Research 3. 3 Procedure of the Research
The researcher was conducted in three cycles in this study. There are four The researcher was conducted in three cycles in this study. There are four different phases in each cycle, namely: plan, action, observation, and different phases in each cycle, namely: plan, action, observation, and reflection. This is the description of those phases.
reflection. This is the description of those phases. CYCLE 3 CYCLE 3 PLAN PLAN OBSERVE OBSERVE ACTION ACTION REFLECT REFLECT
1.
1. General planGeneral plan
Planning is important to starting an action that researcher need to solve a Planning is important to starting an action that researcher need to solve a problem. The general ideas are listed here:
problem. The general ideas are listed here:
Teacher‟s select narrative text.Teacher‟s select narrative text.
The teacher selects several sections or stopping point for predictionThe teacher selects several sections or stopping point for prediction
and discussion. and discussion.
The teacher formulates open-ended questions to provide theThe teacher formulates open-ended questions to provide the
students make their predictions what will happen in the next text. students make their predictions what will happen in the next text.
Students make their predictions based on the instruction from theStudents make their predictions based on the instruction from the
teacher. teacher.
Teacher and students discuss the stTeacher and students discuss the studentsudents‟‟ prediction.prediction.
Teacher asks students to provide the reason for their predictions.Teacher asks students to provide the reason for their predictions.
Teacher and students read the text Teacher and students read the text to provide or revise the students‟to provide or revise the students‟
predictions. predictions.
Teacher monitors students‟ activities.Teacher monitors students‟ activities.
Teacher asks students to explain the meaning and information onTeacher asks students to explain the meaning and information on
narrative text. narrative text.
Teacher asks students to respond narrative text by answering theTeacher asks students to respond narrative text by answering the
questions related to the text. questions related to the text. 2.
2. ActionAction
In this phase, the researcher implements the plan of the research in the In this phase, the researcher implements the plan of the research in the lesson plan.
lesson plan. There are three There are three basic sets in ubasic sets in using Directed Reading sing Directed Reading ThinkingThinking Acti
Activity namely: predicting, reading and proving. This is the students‟vity namely: predicting, reading and proving. This is the students‟ activities during implementing this technique. The teacher gives students a activities during implementing this technique. The teacher gives students a text selection and asks them to read the title, sampled lines of text, and text selection and asks them to read the title, sampled lines of text, and examine the pictures to develop prediction about the text. Students make their examine the pictures to develop prediction about the text. Students make their own predictions based on the instruction from the teacher. These activities own predictions based on the instruction from the teacher. These activities encourage students to use their background knowledge and critical thinking. encourage students to use their background knowledge and critical thinking. During these activities, teacher leads a discussion to provide the students give During these activities, teacher leads a discussion to provide the students give reasons for their predictions. Students then read to revise or prove their reasons for their predictions. Students then read to revise or prove their prediction.
prediction. The teacher The teacher monitorsmonitors students‟ activitiesstudents‟ activities in the classroom. To findin the classroom. To find out
explain the meaning and information on narrative text
explain the meaning and information on narrative text and to respond narrativeand to respond narrative text by answering the questions related to the text.
text by answering the questions related to the text. 3.
3. ObservationObservation
During observation, participant observer give comments and suggestions During observation, participant observer give comments and suggestions in observation sheet which cover teacher observation to find out the researcher in observation sheet which cover teacher observation to find out the researcher instruction during implementing this technique, students observation to find instruction during implementing this technique, students observation to find out the students activities in the classroom, and filed notes to find out the out the students activities in the classroom, and filed notes to find out the difficulties in using Directed Reading Thinking Activity in reading process. difficulties in using Directed Reading Thinking Activity in reading process. In addition, researcher asks students to explain their respond on reading In addition, researcher asks students to explain their respond on reading process.
process. Observation Observation used used to to find find out out whether whether the the actions actions improved improved studentsstudents reading skill or not.
reading skill or not. 4.
4. ReflectionReflection
After the classroom observation, observer and researcher discuss the After the classroom observation, observer and researcher discuss the lesson to evaluate one action research project. It becomes the basic of action lesson to evaluate one action research project. It becomes the basic of action for improvement in the next cycle. From observation form, it found how well for improvement in the next cycle. From observation form, it found how well the teacher organized the class. In the beginning of teaching learning progress, the teacher organized the class. In the beginning of teaching learning progress, it found
it found the students‟ responses seem to be active to answer teacher‟sthe students‟ responses seem to be active to answer teacher‟s questions. They used their prediction when teacher gave questions such as, questions. They used their prediction when teacher gave questions such as, “what do you think this story (passage, chapter, and picture selection) is going “what do you think this story (passage, chapter, and picture selection) is going to be about?”
to be about?”, and, and “what do you think a story (passage, chapter, and picture“what do you think a story (passage, chapter, and picture selection) whit the title like this may be about?”.
selection) whit the title like this may be about?”. Students active in learningStudents active in learning process
process during during implementing implementing this this technique. technique. Students Students seem seem carry carry out out teacher teacher instructions. However, several students still found difficulties to understand instructions. However, several students still found difficulties to understand the instructions because they did not know some vocabularies. Students also the instructions because they did not know some vocabularies. Students also did not predict directly the propose of the text because the still unfamiliar with did not predict directly the propose of the text because the still unfamiliar with the text used.
the text used.
The researcher and the observer, made reflections which are related to the The researcher and the observer, made reflections which are related to the teaching learning process in cycle 1. Those presented to make the teaching learning process in cycle 1. Those presented to make the improvement of teaching program. The reflection were:
improvement of teaching program. The reflection were:
The students were not confident to be active during readingThe students were not confident to be active during reading
process.
enjoy during the teaching reading process. The teacher should enjoy during the teaching reading process. The teacher should make them enjoy reading process and improve their reading skill. make them enjoy reading process and improve their reading skill.
The students have difficulties to make their prediction because theyThe students have difficulties to make their prediction because they
seem unfamiliar with the text. The teacher should select stopping seem unfamiliar with the text. The teacher should select stopping point and guide the students to make
point and guide the students to make their own prediction.their own prediction.
Students seem found difficulties to understand English words. ToStudents seem found difficulties to understand English words. To
anticipate it, the teacher suggested them to bring dictionary in the anticipate it, the teacher suggested them to bring dictionary in the next meeting.
next meeting.
3. 4 Technique of Collecting and Processing the Data 3. 4 Technique of Collecting and Processing the Data
3. 4. 1
3. 4. 1 Technique of Collecting the DataTechnique of Collecting the Data
According to Creswell (2012), “Qualitative data collection consist of According to Creswell (2012), “Qualitative data collection consist of collecting data using forms with general, emerging questions to permit the collecting data using forms with general, emerging questions to permit the participant
participant to to generate generate responses; responses; gathering gathering word word (text) (text) or or image image (picture)(picture) data; and collecting information from a small number of
data; and collecting information from a small number of individuals or sites”individuals or sites” (p. 205). Meanwhile, Burns (2000) stat
(p. 205). Meanwhile, Burns (2000) stated “The central data gatheringed “The central data gathering techniques of a qualitative approach are participant observation and techniques of a qualitative approach are participant observation and unstructured interview” (p. 388).
unstructured interview” (p. 388). To collect the data in this study, theTo collect the data in this study, the researcher used two data collecting techniques those are observation and researcher used two data collecting techniques those are observation and interview. In order to determine the validity of the techniques used, the interview. In order to determine the validity of the techniques used, the researcher asked the supervisor to check whether the techniques used in this researcher asked the supervisor to check whether the techniques used in this study were really designed in accordance to the research questions of this study were really designed in accordance to the research questions of this study or not. The researcher asked the supervisor about observation sheet and study or not. The researcher asked the supervisor about observation sheet and question items of the interview used in this study. In addition, this study used question items of the interview used in this study. In addition, this study used test as an instrument or deductive data
test as an instrument or deductive data in comparing the students‟in comparing the students‟ achievementachievement in reading comprehension on narrative text in each cycle.
in reading comprehension on narrative text in each cycle. The collection of data in this study will be discussed below. The collection of data in this study will be discussed below.
1.
1. ObservationObservation
This study used observation forms involved in teaching and learning This study used observation forms involved in teaching and learning process in the class. Observation used to give the researcher information
process in the class. Observation used to give the researcher information aboutabout occurred in a setting, actual behavior, and individual participant. Before the occurred in a setting, actual behavior, and individual participant. Before the first cycle the researcher observed the real condition in the class and looked first cycle the researcher observed the real condition in the class and looked
for the problems faced by the students in learning reading comprehension on for the problems faced by the students in learning reading comprehension on narrative text. Then observation during each cycle in the class. It was used to narrative text. Then observation during each cycle in the class. It was used to establish objective data concerning of events, situation, and studen
establish objective data concerning of events, situation, and students‟ behavior ts‟ behavior in the classroom. Observation consist of described researcher technique used in the classroom. Observation consist of described researcher technique used in the classroom,
in the classroom, students‟students‟ activities,activities, and students‟and students‟ difficulties during the usedifficulties during the use of Directed Reading Thinking Activity in teaching reading comprehension on of Directed Reading Thinking Activity in teaching reading comprehension on narrative text.
narrative text. 2.
2. InterviewInterview
A qualitative interview was conducted in this study. It used to get further A qualitative interview was conducted in this study. It used to get further information to complete the data from participant observation; open-ended information to complete the data from participant observation; open-ended questions were conducted to find out how the implementation of the Directed questions were conducted to find out how the implementation of the Directed Reading Thinking Activity in teaching reading comprehension on narrative Reading Thinking Activity in teaching reading comprehension on narrative text was. Then, it was conducted to confirm the findings from data gathered text was. Then, it was conducted to confirm the findings from data gathered through the observation. This kind of interview allowed the researcher to through the observation. This kind of interview allowed the researcher to focus on the crucial issues of the study. The questions allowed the participant focus on the crucial issues of the study. The questions allowed the participant to create the options for responding the use of Directed Reading Thinking to create the options for responding the use of Directed Reading Thinking Activity in reading process. In 2012, Creswell described that open-ended Activity in reading process. In 2012, Creswell described that open-ended interview provided useful information when the researcher will not directly interview provided useful information when the researcher will not directly observe participants and the participants should be described detailed personal observe participants and the participants should be described detailed personal information. The researcher also has better control over the types of information. The researcher also has better control over the types of information received, because the researcher asked specific questions to elicit information received, because the researcher asked specific questions to elicit the information.
the information.
3. 4. 2 Processing the Data 3. 4. 2 Processing the Data
1.
1. Analysis of Data from ObservationAnalysis of Data from Observation
To analyze data from observation, researcher used observation sheet To analyze data from observation, researcher used observation sheet which consist of teacher observation form, students observation form, and which consist of teacher observation form, students observation form, and field notes. Teacher observation form used to describe the use of Directed field notes. Teacher observation form used to describe the use of Directed Reading Thinking Activity to improve students reading comprehension on Reading Thinking Activity to improve students reading comprehension on narrative text during the teaching and learning process in the class. Student narrative text during the teaching and learning process in the class. Student observation form used to find out
observation form used to find out the students‟ activities in the classroomthe students‟ activities in the classroom during implementing this technique. Field notes focus
in teaching reading process
in teaching reading process which include the observers‟ reflectionwhich include the observers‟ reflection. Then the. Then the data were interpreted to answer research questions.
data were interpreted to answer research questions. 2.
2. Analysis Data from InterviewAnalysis Data from Interview
In analyzing data from interview, the researcher transcribed the data from In analyzing data from interview, the researcher transcribed the data from interview into the written text. The researchers asked open-ended questions interview into the written text. The researchers asked open-ended questions and record the answers. The researcher then transcribed and types the data and record the answers. The researcher then transcribed and types the data into a computer file. The questions involved
into a computer file. The questions involved to find out the students‟ respondto find out the students‟ respond after teaching and learning process. The researcher used open-ended interview after teaching and learning process. The researcher used open-ended interview which conducted in Bahasa Indonesia to make sure that it
which conducted in Bahasa Indonesia to make sure that it is getting valid data.is getting valid data. This study used several one-on-one interviews in data collection process This study used several one-on-one interviews in data collection process inin which the researcher asked questions and records the answers. A one-on-one which the researcher asked questions and records the answers. A one-on-one interview was ideal for interviewing participants who was not hesitant to interview was ideal for interviewing participants who was not hesitant to speak, they shared their idea comfortably.
speak, they shared their idea comfortably.
3. 5. Reliability and Validity 3. 5. Reliability and Validity
3.5.1 Reliability 3.5.1 Reliability
According to Burns (2000) he stated that
According to Burns (2000) he stated that ““Reliability was concerned withReliability was concerned with giving the same result consistently under the same conditions” (p. 390). giving the same result consistently under the same conditions” (p. 390). TheThe reliability of this study was established by observing and describing the reliability of this study was established by observing and describing the learning and the activities as detailed as possible. This study describes the use learning and the activities as detailed as possible. This study describes the use of Directed Reading Thinking Activity in teaching reading comprehension on of Directed Reading Thinking Activity in teaching reading comprehension on narrative text. It describes the process of teaching and learning and also narrative text. It describes the process of teaching and learning and also describes the students‟ achievement in reading comprehension on narrative describes the students‟ achievement in reading comprehension on narrative text by using Directed Reading Thinking Activity.
text by using Directed Reading Thinking Activity. 3.5.2 Validity
3.5.2 Validity
In order to test the validity of this study, the researcher conducting In order to test the validity of this study, the researcher conducting triangulation. According to Hopkins (1993), he writes:
triangulation. According to Hopkins (1993), he writes:
Triangulation involves gathering accounts of a teaching situation from three Triangulation involves gathering accounts of a teaching situation from three quite different points of view; namely, those of the teacher, his pupils, and a quite different points of view; namely, those of the teacher, his pupils, and a participant observer.
participant observer. Who in Who in the „tthe „triangle‟ gathers riangle‟ gathers the accounts, the accounts, how they how they areare elicited, and how compare them, depends largely on the context. The process elicited, and how compare them, depends largely on the context. The process of gathering accounts from there distinct standpoints has an epistemological of gathering accounts from there distinct standpoints has an epistemological justification.
position with respect
position with respect to access to access to relevant to relevant data data about a teachinabout a teaching situation. Theg situation. The teacher is in the best position to gain access via introspection to his own teacher is in the best position to gain access via introspection to his own intentions and aims in the situation. The students are in the best position to intentions and aims in the situation. The students are in the best position to explain how the teachers‟ actions influence the way they respond i
explain how the teachers‟ actions influence the way they respond in then the situation. The participant observer is in the best position to collect data about situation. The participant observer is in the best position to collect data about the observable features of the interaction between teachers and pupils. By the observable features of the interaction between teachers and pupils. By comparing his own account with account from the other two standpoints a comparing his own account with account from the other two standpoints a person
person at at one one point point of of the the triangle triangle has has an an opportunity opportunity to to test test and and perhapsperhaps revise it on the basis of
revise it on the basis of more sufficient data (p. 111-112).more sufficient data (p. 111-112).
In 2012, Creswell describes that triangulation is the different data sources In 2012, Creswell describes that triangulation is the different data sources to enhance the accuracy of a study. This includes collaborating evidence from to enhance the accuracy of a study. This includes collaborating evidence from individual, type of data used in a study or method data collection.
individual, type of data used in a study or method data collection.
Triangulation in this study involved gathering a teaching situation from Triangulation in this study involved gathering a teaching situation from three quite different point of view; namely, those of the researcher, a three quite different point of view; namely, those of the researcher, a participant observer,
participant observer, and the and the students. The students. The researcher researcher used the used the document suchdocument such as lesson plan during implementing of Directed Reading Thing Activity in as lesson plan during implementing of Directed Reading Thing Activity in teaching reading comprehension on narrative text. An English teacher as a teaching reading comprehension on narrative text. An English teacher as a participant
participant observer observer observed observed on on the the researcher researcher when when teaching teaching in in thethe classroom. He collected the data about the observable features of the classroom. He collected the data about the observable features of the interaction between researcher and students. The students explained how the interaction between researcher and students. The students explained how the researcher actions influence the way they respond to the situation. This is the researcher actions influence the way they respond to the situation. This is the process
process of collof collaborating evidence aborating evidence between between the the researcher, researcher, an English an English teacher,teacher, and the students. This ensures that the study will be accurate because the and the students. This ensures that the study will be accurate because the information draws on multiple sources. By applying triangulation, the data information draws on multiple sources. By applying triangulation, the data was expected to have the accuracy of the data.
was expected to have the accuracy of the data.
3.6 Site of the Research and Participants 3.6 Site of the Research and Participants
3.6.1 Site of the Research 3.6.1 Site of the Research
This study conducted in the first grade at SMAN 1 Cicalengka. The This study conducted in the first grade at SMAN 1 Cicalengka. The reasons for choosing the students in the first grade at SMAN 1 Cicalengka reasons for choosing the students in the first grade at SMAN 1 Cicalengka because
because it it was was accessible accessible for for the the research research when the when the researcher researcher is is a a teacher teacher inin PPLK‟s program (Program Pengalaman Lapangan Kependidikan) she wanted PPLK‟s program (Program Pengalaman Lapangan Kependidikan) she wanted
to make contribution to the institution. This school also has facilitates that to make contribution to the institution. This school also has facilitates that support
support Classroom Classroom Action Action Research. Research. TThis is the data of students‟ in the firsthis is the data of students‟ in the first grade at SMAN 1 Cicalengka. The data conducted when the researcher looked grade at SMAN 1 Cicalengka. The data conducted when the researcher looked for detail information from the teacher.
for detail information from the teacher. Table 3.1 Table 3.1 Students’ data in the first grade at
Students’ data in the first grade at SMAN 1 CicalengkaSMAN 1 Cicalengka Class
Class Meal Meal Female Female Number Number of of studentsstudents X-1 X-1 21 21 21 21 4242 X-2 X-2 16 16 27 27 4343 X-3 X-3 18 18 25 25 4343 X-4 X-4 16 16 27 27 4343 X-5 X-5 22 22 22 22 4444 X-6 X-6 18 18 24 24 4242 X-7 X-7 17 17 26 26 4343 X-8 X-8 20 20 24 24 4444 X-9 X-9 19 19 24 24 4343 X-10 X-10 20 20 24 24 4444
Sum of the students Sum of the students Meal
Meal 187187 FemaleFemale 244244
TOTAL TOTAL 431 431 3.6.2 Participants 3.6.2 Participants
One class in this senior high school was chosen as the participants in the One class in this senior high school was chosen as the participants in the study because they seem to have less motivation and engagement in learning study because they seem to have less motivation and engagement in learning reading especially reading comprehension on narrative text. This class was reading especially reading comprehension on narrative text. This class was representing the whole class in the first grade of senior high school in representing the whole class in the first grade of senior high school in academic year
2012-academic year 2012-2013. The students‟2013. The students‟ in this class have difficulties inin this class have difficulties in understanding narrative text. The difficulties were apparent from observation understanding narrative text. The difficulties were apparent from observation before
before conducting conducting the the study. study. X-6 X-6 was was chosen chosen by by discussing discussing with with the the EnglishEnglish teacher in this school. This study only investigated 20 students and used 6 teacher in this school. This study only investigated 20 students and used 6 students as the participants in interview. Because it related to Creswell in 2012 students as the participants in interview. Because it related to Creswell in 2012
that in qualitative method the data or information used in a small number of that in qualitative method the data or information used in a small number of individuals.
individuals.
Table 3.2 Table 3.2
Students’ code of participant Students’ code of participant
Class Student Class Student X-6 X-6 STD. 01 STD. 01 STD. 02 STD. 02 STD. 03 STD. 03 STD. 04 STD. 04 STD. 05 STD. 05 STD. 06 STD. 06 STD. 07 STD. 07 STD. 08 STD. 08 STD. 09 STD. 09 STD. 10 STD. 10 STD. 11 STD. 11 STD. 12 STD. 12 STD. 13 STD. 13 STD. 14 STD. 14 STD. 15 STD. 15 STD. 16 STD. 16 STD. 17 STD. 17 STD. 18 STD. 18 STD. 19 STD. 19 STD. 20 STD. 20 Sum of the students Sum of the students
20 20
