CHAPTER III RESEARCH METHOD

A. Research Design The method used, research was classroom action research (CAR) it has stage are planning, action, observation, evaluation and reflection. In this classroom action research in implement of SMP Negeri 2 Bulukumpa for lesson English language, eighth A class In this research had been implement at the first year new precept

2010/2011,that is August to with November 2010, the time act of determining of the research refer to calendar academic in the school, because classroom action research a need of several cycle that want for teaching study process is effective in the classroom. In this research the writer conducted in four stage those are, planning, action, observation and reflection consist of two cycle such as : a) the first cycle (4 time meeting) and b) the second cycle (4 time meeting) The first cycle will be described as follow: Cycle I 1. Planning a. In this section, the teacher prepare the material about reading would give to the students.

b. The teacher made lesson planning for the first meeting, the second meeting, the third and the forth meeting about reading material. c. Making checklist observation to observe the students activity. d. Making research instrument. 2. Action In this section the researcher conducted two cycles, where each cycle consists of four meeting. Each meeting the researcher will give the reading material trought questioning technique namely used judgmental question and explanatory questions in cycle 1 there is four meeting, each two meeting to explain about judgmental question and two meeting to explain judgmental questions and than the cycle 2 too. The action each meeting will be describing as follow: 1) The first meeting: In the first meeting, the researcher gave material about reading comprehension through questioning technique step procedure: a. Before teaching- learning process, the firstly the teacher gave explanation about questioning technique and the type of question. b. After giving explanation above, the teacher gave a reading text by the title The Zoo, the teacher giving the students to answer the question c. the teacher and students are encouraged about the answer the question from the reading material 2). The second meeting: 2

a. The teacher explained a new material about reading text Cable Car Situations of sentosa to the student. b. After read Cable Car Situations of Sentosa the students answer the question and the students practice their idea.

3). The third meeting: a. In this section, the teacher explains about reading text Beuty and the Beast to the students. b. Then the teacher gave twenty minutes to the students answer the question c. d. The students practice their answer the question. The students encouraged to use answer the question together.

4). The forth meeting: a. The teacher explained a material about the reading text and the tittle Family. b. In this section, answer the question of the reading text about the tittle Family. c. The teacher gives apritiation about the all reading text 3. Observation In this case, the teacher had been observe the students activity in learning- process by using checklist observation to know the active students

(active or not active). The teacher gave evaluation to the students to know the skills the students during answer the question. 4. Reflection The data value from evaluation would gather for data analysis, so the researcher can reflect data value evaluation in the cycle I to the cycle II. B. Research Variable and Indicator There were two variable namely dependent variable and independent variable. Dependent variables are: word recognition, understanding main idea. Independent variable was questioning technique. The indicator focuses in literal comprehension. C. Subject of the Research The sample was the students of SMP Negeri 2 Bulukumpa in academic year 2010/2011 there was one class. The number of the population 27 students. D. Instrument of the Research In this research the writer use questioning test that consists of ten items for each reading and the gives four reading test. The teacher gave test in each cycle to find out the improvement of the students reading comprehension. E. Technique of Data Analysis In the collecting data bases on the data quality to analyze the calculative of percentage. This technique used to get the general score to be present. The students attitude present the implementation, for the research action in the class, they required the result of the students study. The criteria completeness from 4

the students used questioning test. The research is completing considered to get the minimal scores 65. The score of the students study, give the maximal the scores 100. The contribution the students score: 96 100 was classified as excellent 86 95 was classified as very good 76 85 was classified as good 66 75 was classified as fairly good 56 65 was classified as fair Depdikbud( 1985 : 5) 1. Find out the mean score of the students achievement in reading through questioning technique by using the following formula :

X=
X N

= Mean Score = The sum of all score = the total number of sample

2. To analyze the percentage technique by using this formula: P= P F = percentage = Number of correct

= Number of sample

Like other skills, writing is a developmental process that begins with copying familiar letters and words, and moves through to the production of a range of text types and genres such as reports, instructions, and narratives. [With young children] in addition to cognitive development, it is necessary to take into consideration physical development. Writing is a physical act. Holding a pencil or a pen and forming letters or characters demands considerable dexterity. (Nunan, 2011: 95) The process approach, in contrast, emphasizes creativity and the steps that learners go through as they gradually shape and evolve their piece of writing. White and Arndt (1991) argue that process writing begins, not with the copying of models but with group discussion and brainstorming to generate ideas. Good process writing involves at least thirteen steps. 1. Discussion (class, small group, pair) 2. Brainstorming: making notes, asking questions 3. Fast writing: selecting ideas, establishing a viewpoint 4. Rough drafting 5. Preliminary self-evaluation 6. Arranging information: structuring the text 7. First draft 8. Group / peer evaluation and responding 9. Conference 10. Second draft 11. Self-evaluation: editing, proof-reading 12. Finished draft 13. Final responding to draft Years ago, proponents of these two approaches were at war with one another. Conferences for writing teachers often ended up in shouting matches. These days, however, there is a wider appreciation and acceptance of the fact that these two approaches are complementary rather than contradictory.

Tips for teaching process writing

1. Make sure that learners have something to write about In the product approach, all too often learners, in reproducing models provided by the textbook or the teacher, are also regurgitating the

ideas presented to them. In the process approach, on the other hand, a great deal of attention is placed on getting learners to generate their own content through initial brainstorming and discussion. This initial oral work lays the foundation for the text they are going to produce. 2. Scaffold the learning so that learners express their own personal meanings Related to the idea that learners generate their own content, is that they should express their own personal meaning, feeling and attitude. In helping learners to come up with ideas and topics that are personally meaningful to them, you might like to organize some experience that the class can share such as bringing a personal possession from home that is personally meaningful to them, or taking them on a class excursion to a place of interest in the vicinity of the school or even further afield, and using that experience as the basic for the writing project. If the school has a sports day, you can use this as the basis for a subsequent writing lesson. 3. Ensure that writing is a collaborative effort Collaboration through small group brainstorming, pair work, peer reviews of writing drafts and group help in developing initial ideas is also an important part of theprocess approach to the writing class. The learner is there not just writing for the teacher, but for fellow students. 4. Emphasis the cyclical nature of the writing process Teach students that writing is not a 'one shot' effort at producing a perfect text by following a model, but that it is a cyclical process of pre-writing discussion, brainstorming, and generating vocabulary, followed by free writing in which their aim is to simply get the ideas down on paper without worrying too much about correctness. This process results in a rough draft which can be shared with other learners in order to obtain feedback from the teacher and fellow students. At this stage you can have writing 'conferences' with small groups of students discussing their drafts and making suggestions for improvement. If you do make such suggestions, make sure that the students understand why a particular suggestion is being made.

5. Introduce the notion of register As students become more proficient as writers, introduce notions of audience and genre through questions such as the following: What are you writing about? Why are you writing about this particular topic? Who are you writing for the teacher, fellow students, a friend or family member? How will the text vary for different audiences?

o o o

Sensitizing learners to the fact that what they write and how they write will vary according to the topic, the audience and the mode can be encouraged by getting learners to present their writing as different genres, e.g. describing an excursion in a letter to grandparents versus an email message to a friend.

In this piece, I have discussed some of the questions and issues that have to be considered when introducing writing to young learners. I pointed out that writing has an important educational role to play in classrooms in general, and in second language classrooms in particular. I described theproduct and process approaches to writing development and argued that these were complementary, not in conflict, and that both provided tangible benefits in terms of the writing development of young learners.

Each of the following books has a chapter on the teaching of writing to younger learners. They provide practical ideas and examples as well as discussing theoretical aspects of the teaching. In particular, you will find much greater elaboration of product and process approaches to writing than I was able to provide here. Each book also contains extensive teaching tasks for writing development.

Linse, C. 2005. Practical English Language Teaching: Young Learners. New York: McGraw-Hill. Nunan, D. 2011. Teaching English to Young Learners. Anaheim CA: Anaheim University Press.

10