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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher explains about research methodology. It

concludes: (a) Research Design, (b) Setting of the Research, (c)Subject of the
Research, (d) Procedure of the Research, (e) Technique of Collecting Data, (f)
Technique of Analyzing Data.

A. Research Design
This research is a classroom action research. Action research conducted
with the aim of improving the quality of learning practices in the class. This
research focuses the object of research on all things in the classroom. In
principle CAR is applied to overcome a problem that occured in the class.
Classroom action research is a method of finding out what works best in the
classroom so that we can improve student learning.
According to Burn in Burns (1999:30):
“Action research is the application of fact finding
topractical problem solving in situation with a view to
improving the quality of action within it, improving the
collaboration an co-operation of researches, practioners
and lymen”

According to Mills (2000:5):

Action research is any systematic inquiry conducted by
teacher, researchers, principles, school counsellors, or
other stakeholders in teaching-learning environment to
gather information about the ways how their particular
schools operate, how they teach, and how well their
students learn”.
It means that action research is a classroom in a research, which can be
done by reseacher and teacher and other stakeholder in teaching learning
to overcome a problem that occured in the class.

According to Kenmis McTaggart in Buns (1999:32) action research

uses the model developed. There are four steps implementation of the
action research,as follows :
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1. Identifying problem and planning the action

2. Implementing the action and observing the action

3. Reflecting the result of the observation

4. Revising the plan for following step

Kenmis McTaggart in Buns (1999:32) stated, action research occurs

through a dynamic and complementory process consisting of four essential
moment of planning, action, observation and reflection. Each moment will be
explained as follow :
1. Moment of planning
it is a process of develop to planning to improve what is already to
happening
2. Action
it is act of plan to implemented
3. Observation
it is process of observing the effect to informed action in he context in
which in occurs.
4. Reflection
It is reflecting process in the basis of planning, subquent critically
informed action and so on, though a succession of stage.

B. Setting of the Research

1. Place of the research
This research will conducted in SMA N 1 Bulu Sukoharjo. SMA N 1
Bulu is located on Raya Bulu street, Bulu, Sukoharjo, Central Java.
2. Time of the research
The research will carried out about 3 months, from July 2019 until
September 2019. This research included the pre-research, action, and
activities after the action.

C. Subject of the Research

This research involves the XI social science 1 class of SMA N 1 Bulu
Sukoharjo, while the subject of the research is the student of " XI social
science 1" consisting of 12 girls and 9 boys. The researcher will conduct this
research in the class in collaboration with the English Teacher. Most of the XI
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social science 1 students are in low level of reading comprehension in

English. They had difficulties in understanding the reading text.

D. Procedure of the Research

This research will be conducted in two cycles and it will use scaffolding
reading method as the learning method in every cycles. In order to achieve
the purpose of study, there are several steps that would be applied in action
research. Each steps has four stages: planning, acting, observing, reflecting
(Kemmis in McNiff, 1988: 26). These four stages take place in an ongoing
cycle in which the critical reflection is done at every end of cycle in order to
make a further revision and planning. The description of the cycle will be
shown on the following figure :

P. 1. The cycle of Classroom Action Research

1. Cycle I
Cycle I consist of three meetings
a. Planning
Based on the problem encountered, the researcher applied group
work in teaching reading. This research is a classroom action
research. The activities in planning are:
1) preparing the lesson plan, the learning material, and the students
worksheet
2) preparing the list of student and scoring
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3) preparing sheets observation

4) preparing test item.
b. Action/implementing
The researcher implemented group work in reading. The
students are expected to be able to comprehend narrative text in
spoken and written form. In this case, the researcher focused on
comprehending narrative text as the material in tenth grades. The
activities in this stage are as follows:
1) teaching reading using group work and then the groups read the
texts first.;
2) The students reads it with comprehension monitoring, that are
use prereading, reading, and post-reading.and the teacher giving
previewing questions to help students focus their reading ;
3) Every groups giving uses a plot diagram to locate and
summarize a stage of plot development and groups conference
briefly with the teacher to ensure their answers are correct.
4) Students reassemble into new groups comprising one "expert"
from each of the previous groups.
5) Make new groups pool their expertise to fill out every stage of
the plot diagram.
6) Unite all the plots that have been worked. Chance to discuss any
difficulties in group. In the end of the action, the researcher
gives post - test in every cycle individually to know the students’
comprehension in reading improve or not.
c. Observation
The researcher observes all of the activity in the teaching
learning proces. The researcher used test, observation, interview,
field note, and questionnaire to know the effect of the
implementation in students’ reading comprehension using
scaffolding strategy.
d. Reflection
The researcher an analysis on what the has observed to find the
strengths and weaknesses of the teaching activity already carried out.
The result of this step will be the basis of the cycle. In this step the
researcher and the collaborators analyze what happens in the
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classroom and also discuss any success, failure, and effect of the
action. The researcher gave the students progress test in each cycle to
know the achievement of reading comprehension.

2. Cycle II
Cycle II consist of three meetings. It is applied to improve planning
and acting after the implementation.
a. Planning
The researcher prepares the plan based on the weakness or some
difficulies unsolved in the previous cycle to get better result of the
action.
b. Action
The researcheer teaches the students based on the plans. The
researcher uses “scaffolding” to solve the problem in teaching
reading comprehension. The activities in this stage are as follows:
1) teaching reading using group work and then the groups read the
texts first.;
2) The students reads it with comprehension monitoring, that are
use prereading, reading, and post-reading.and the teacher giving
previewing questions to help students focus their reading ;
3) Every groups giving uses a plot diagram to locate and
summarize a stage of plot development and groups conference
briefly with the teacher to ensure their answers are correct.
4) Students reassemble into new groups comprising one "expert"
from each of the previous groups.
5) Make new groups pool their expertise to fill out every stage of
the plot diagram.
6) Unite all the plots that have been worked. Chance to discuss any
difficulties in group. In the end of the action, the researcher
gives post - test
c. Observing
The researcher observes all of the activity in the teaching
learning proces. The researcher used test, observation, interview,
field note, and questionnaire to know the effect of the
implementation in students’ reading comprehension using
scaffolding strategy
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d. Reflecting
The researcher analyses the observation result and the test result
in the second sycle, the researcher does reflection to evaluate the
teaching learning process.

E. Instrument of the research

In this research, documents that is used by the researh are syllabus and lesson
plans. The research uses several instruments to obtains valid data. The
instruments consist of non-test and test.
1. Non-test
The instrument that is used by the researcher are interview guide,
field note and observation sheet. The researcher also uses mobile phones
to take the photos while teaching.
2. Test
The researcher conducts test consisting of pre-test and post-test. The
tests are used to measure students’ reading comprehension skill from the
achievement side.
F. Technique of Collecting Data
Data collection method is a written document viewing the specific
procedure to be used to gather the evaluation information or data. The
document viewing who collected and how it was obtained. To got a complete
data and possible valid, the researcher used some instruments to help her.
There are some ways in collecting the data:
1. Qualitative data
The qualitative data collects in this research consist of the information
obtains during the pre-research, the process and the result of classroom
action research implementation and the result of the discussion betweeen
the teacher and the researcher. It is includes:
a. Observation
The observation notices classroom events and interaction
between teacher and students and among students in the classroom.
In this research, the researcher is the teacher who teaches reading
using this method and also as an observer who observes the
classroom activities while the implementation of teaching reading
using the method is happening.
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b. Interview
The interview is carried out to get information from the students
and the collaborator. The information covers their idea about the use
of authentic materials in teaching reading, and their motivation
toward reading. The strengths and weaknesses of the implementation
of this method when are used in teaching reading.
c. Documentation
The documents that are searched in this research are the written
materials sheets of classroom observation, lesson plans, and list of
students’ scores in reading tests.
2. Quantitative data
Quantitative data are present in the score of the students. It consist of
written test, Pretest and Post-test, are used to find out the students’
achievement in reading comprehension. Furthermore, the students’
reading comprehension, before and after teaching reading using authentic
materials, is known. The purpose of this test is to know whether the
students’ reading comprehension improves or not.

G. Technique of Analyzing Data

Data analysis is specific aspect of the reflectivity of action research. The
research point of view is in the data analysis result. The whole points of
action research is that analyze the data, interpret it and develope theories
about what means were constantly feed back into practice (Burn 1999:155).
Data analysis is the process to organize the data in order to get patterns or
forms of regularity in a research (Setiyadi, 2006:255). The researcher will use
qualitative and quantitative method.

1. Qualitative
Data analysis that will used in this research is descriptive analysis. It is
analyzed the factual information systematically so it is easier to be
understood. In this study, the researcher will describe the implementation
of scaffolding method in teaching reading comprehension. This data will
evaluate and interpret by descriptive analysis.
2. Quantitative
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It is quantitative becuse the data gained is numeric. This data will used to
know the average of students’ mastery learning in order to know their
achievement.
In this step the writer will interpret the written form of data and tried
to find the problems during learning process using scaffolding method. In
analyzing the students’ reading comprehension achievement gained from
the result of the reading comprehension test by implementation of
scaffolding method. The assessment of the students in reading
comprehension is formulated below:
Studen Value = student score / maximum score x 100%
A student can be said complete if she/he got score 76 or higher in
answering the reading text.

H. Validity and Reliabitily of the Data

1. Validity
To get the valid data in action research, the researcher uses validity based
on Anderson et al in Mills (2011: 108-109), they are:
a. Democratic validity
The democratic validity is fullfiled by having discussion with the
teacher to find the problem to be solved.
b. Outcome validity
Outcome validity is related to the idea of action that refers to the
successful result in the research. The researcher is not only solved the
problem only, but also construct new question to the research.
c. Process validity
To fulfill this criterion, the researcher observes classroom
activities, make field note during the lessons, interviewed the
students, and held discussion with the collaborator.
d. Catalytic validity
The students’ perceptions of the problems in the research setting
are monitores by asking their responses to the changes occuring to
themselves.
e. Dialogic validity
Dialogic validity is the process of peer review that is commonly
use in the academis research. It is purposed to review the actions.
2. Reliability
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The reliability of the research is obtained by providing original data

such as field notes, texts, and interview transcripts, using more than one
data source to obtain the same data and collaboration with other relevant
people.