1. CHAPTER III
METHOD OF INVESTIGATION
A. Setting of Study
The researcher conducted the classroom action research at MTs
I’anatut Thalibin Pati. This setting is located in Cebolek Margoyoso Pati. It is
located at jalan Raya Tayu – Juana. The researcher chooses this setting
because it geographical location was not far from the researcher to reach. The
students were come from different intelligence, social background, and
characteristic of student setting and subject of the research.
B. Subject of Study
The subject of this study was students of VIII B of MTs I’anatut
Thalibin Cebolek Margoyoso Pati, where the total number 40 students. The
whole subject in the research was female because since the students were
subdivided into the class separately based on the gender. This research was
done at 2nd
semester in academic year 2008 / 2009.
C. Focus of Study
In this Classroom Action Research, the research focuses on :
a) Students
Students as subject of the study can be seen from students’ activity in
teaching learning process: students’ understanding and comprehend about text
which is indicated by students’ achievement, students’ activity during teaching
learning process.
b) Teacher
In this research, focuses on teachers’ way in constructing teaching
learning condition using Mind Mapping Technique: Organizes conducive
class when teaching learning process, presents the lesson, and gives
question to students.
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2. c) Teaching learning process
The improvement of students’ comprehension and achievement in
reading teaching learning process by using mind mapping technique.
D. Method of Study
1. Research Design
In this research, the researcher used the form of action research as
stated by Wallace that is a kind of research which is done systematically in
collecting the data on the lesson and analyzing it in order to come to some
decisions about what the future lesson should be.1
It means that in action
research, a researcher not only needs the theories which supports research
but also needs to practice and to act with the subject of research. Action
research is the name given a series of procedures teachers can engage in,
either because they wish to improve aspects of their teaching, or because
they wish to evaluate the success and or appropriacy of certain activities
and procedures.2
Furthermore, classroom action research is a reflective
study done by teacher in a classroom for getting solution about the
problem until it can be solved. As stated by Grabe and Stoller :
Classroom Action Research is the type of structured teacher
reflection in which teacher looks critically at their own classrooms
for the purpose of improving their own teaching and enhancing the
quality of learning that place there.”3
The researcher intends to elaborate Classroom Action Research it is a
kind of research to be used in her research and it could be done by a
teacher in which involve a group of students to improve the teaching and
learning process.
There are four steps in Classroom Action Research, they are planning
(identify the problems ), acting (collect the data), observing( analyze and
1 Michael J Wallace, Action Research For Language Teachers, ( New York : Cambridge
University, Press, 1998 ), p. 17
2 Jeremy Harmer, The Practice Of English Language Teaching, ( New York :Longman,
2002 ), p. 344
3William Grabe and Fredricka L. Stoller, Teaching and Researching Reading (England:
Pearson Education, 2002), p. 156
2

3. interpret data), reflecting ( develop an action). All these aspects are made a
cycle, as stated by Kemmis and Mc Taggart: 4
:
Figure 1 Action Research Cycle
Classroom action research has several characteristics which will be
elaborated as follows:
1) On the job problem oriented
Problem which is being investigated appears from the authority
of the researcher herself. The problem is the real problem faced by
students’ everyday.
2) Problem solving oriented
This research is oriented in the problem solving. This short of
research puts the researcher as the agent of change.
3) Improvement Oriented
This research gives emphasizes on the improvement of quality.
This concept is according to the principle of critical research has to
construct product oriented.
4) Multiple Data Collection
In fulfilling the critical approaches principle, there are several
ways of collecting data, such as observation, test and interview.
5) Cyclic
The sequences of the classroom action research are identify of
a problem (planning), collect data (acting), analyze and interpret data
4 Suharsimi Arikunto, et. al. , Penelitian Tindakan Kelas,(Jakarta: PT Bumi Aksara,
2008), 6th
ed., p.16.
3

4. (observing), and develop an action (reflecting).5
Classroom action
research usually conducted cyclic in which seeks to unit. Its two
central concerns, improvement in practice and increased knowledge
and understanding is by linking them into an integrated cycle of
activities in which each phase learns from the previous one and shapes
the next.
6) Participatory
Researcher makes such collaboration with an English teacher to
do the classroom action research.
2. Design of Study
This research is Classroom Action research, the researcher that uses
data was analyzed through some cycles in action. Generally, Classroom
Action Research involves a cyclical approach there are identify the
problem (planning), collect data (action), analyze and interpret data
(observing), develop and action plan (reflecting)6
. Before the researcher
does the cycles in action, she will be done preliminary observation (pre
cycle). Research design can be done with some steps as follows :
1. Preliminary Observation
In this step, the researcher intended to find out:
1) Collect data such as documentation includes the number of the
students, students name list, and average scores’ students.
2) The researcher interviewed an English teacher interrelated teaching
learning process in English subject.
3) Identify the problem
Based on the interview with an English teacher, can be
identified the problem of teaching learning process at MTs. I’anatut
Thalibin Pati especially in reading comprehension. The problems of
this research were some students face difficulties in reading English
5 Geoffrey E. Mills, Action Research; A Guide for the Teacher Researcher, (New Jersey:
Prentice Hall Inc, 2000), p. 6.
6 Hitchock, and David Hughes, Research and Teacher: A Qualitative Introduction To
School –Based Research (London ;Routledge , 1989 ) p.29
4

5. text, less students’ motivation in learning activity because teaching
learning process was not satisfied and less students’ understanding in
comprehend a text.
2. Planning in Action
In this research, the researcher planned to conduct three cycles of
Classroom Action Research. There are four steps process in each cycle for
doing Classroom Action Research:
1) Planning
Planning an action by focusing on who, what, when, where, and
how the action will be done. This research is a collaborative research
which is the action is done by teacher and the researcher’s rule as
observer. In making a plan, teacher and researcher work together to
decide teaching material.
2) Acting
In this step, the teaching technique will be applied in teaching
learning process. That is using Mind Mapping Technique in teaching
reading comprehension.
3) Observing
In this phase, the researcher observes and takes notes during
teaching learning process.
4) Reflecting
Reflecting means to analyze the result based on the data that have
been collected to determine the next action in the next cycle. In this
phase, the researcher could observe whether the acting activity had
resulted any progress, what progress happened, and also about the
positives and negatives.7
Result from observation then being reflected
together by teacher and researcher, this includes analysis, and evaluation
toward observation result.
A cyclical process involving stages of action research is followed
by action. It can be illustrated below:8
7 Suharsimi Arikunto et. al. Op.Cit, pp.75-80.
8 Ibid, p.16
5

6. Planning 1
Action I
The Problem of Student
Reflection I
Observation 1
The Problem of Student
Planning 2
Action 2
The Problem of Student
Reflection 2
Observation 2
Reflection 3
Observation 3
Action 3
Planning 3
The problem was solved
Figure 2 Cyclical Process Of Action Research
E. Procedure of Study
In this Classroom Action Research, the researcher planned to conduct
three cycles. In this research, the teacher taught Reading Comprehension using
Mind Mapping Technique. The activities that will be done in each cycle is as
follows:
6

7. a. Pre – cycle
The first step in making Classroom Action Research, the researcher
began with an observation to know the condition of teaching learning in
the classroom when the reading comprehension is implemented. Through
the observation the researcher tried to get the information about students’
achievement and problems in reading comprehension. In this activity the
teacher taught students with conventional method. After that, the teacher
gave pre – test to check the students’ reading ability in comprehending the
story. After the researcher got the data from observation and pre – test, the
researcher decided to analyze the problems faced by the students. After
recognizing the possible cause of problems faced by students, the next is
designing a plan which is the reflection problem.
b. The first cycle
No Steps Researchers’Activity as
colaborator
Teachers’Activity
1 Planning - Arranging a lesson plan
based on the teaching
material.
- preparing the teaching
material.
- preparing the test
instrument.
- Preparing the
observation scheme
- preparing the
teaching material
- preparing students’
attendance list.
2 Acting - The researcher as
observer during the
teacher teaches reading
comprehension using
mind mapping
technique.
- Researcher and teacher
together enter the
classroom.
- The teacher
introduced the mind
mapping technique
- Techer gave
overview mind map
and how to created
this technique.
- The teacher taught
reading
comprehension
using mind mapping
technique.
7

8. - Teacher asked
students about the
problems on the
previuos lesson.
- Teacher gave a test
to evaluate students.
3 Observing - The researcher as
observing the teaching
learning process used
observation scheme.
- Observe students’
respond toward mind
mapping technique.
- The teacher applied
this technique.
4 Reflecting - The researcher and
teacher discuss about
teaching learning
process that have been
done to find weakness
and how to improvement
in the next cycle.
- The teacher and
researcher evaluate
the step in teaching
learning process and
discuss the result of
observation for the
students’ ability in
reading.
- Teacher and
researcher discussed
the results of the
observation for the
improvement of
students ability in
reading class.
c. The second cycle
The second cycle is done based on the result of reflection from the
first cycle. If the result from observation showed that the quality is still
low, so it is needed another action in order the next cycle makes some
improvement of the quality.
No Steps Researchers’Activity as
observer
Teachers’Activity
1 Planning - Arranging a lesson plan
based on the teaching
material.
- preparing the
teaching material
- preparing students’
8

9. - preparing the teaching
material.
- preparing the test
instrument.
- preparing the
observation scheme
attendance list.
- Teacher arranged
improvement action
to be developed
become learning
improvement point
2 Acting - The researcher as
observer during the
teacher teaches reading
comprehension used
observation scheme.
- Researcher helped
teacher to spread the
reading text.
- Teacher asked
students about their
problems on the
previous lesson.
- Teacher divided
students into some
group consist of
four students.
- Teacher spread the
reading text for
students.
- Teacher helped the
students to find the
meaning of the
difficult word.
- Teacher gave key
word from each
paragraph to help
students more easy
to understand the
text.
- Teacher explained
the problem.
- Teacher helped the
students to find the
meaning of the
difficult words.
- Teacher gave the
test to check their
understanding after
gave treatment.
3 Observing - The researcher as
observing the teaching
learning process used
observation scheme.
- The teacher applied
this technique
- Observing students’
9

10. - Observe students’
respond toward mind
mapping technique.
participation.
4 Reflecting - The researcher and
teacher discuss about
teaching learning
process that have been
done to find weakness
and how to
improvement in the
next cycle.
- The teacher and
researcher evaluate
the step in teaching
learning process
and discuss the
result of
observation for the
students’ ability in
reading.
- Teacher and
researcher
discussed the result
of the observation,
for the
improvement of
students’ ability in
reading.
d. The third cycle
The third cycle is done based on the result of reflection from the
second cycle. The result from observation showed that the students got
improvement score, but they still need difficulties in understanding
English reading a text, so it was needed another action in order the next
cycle better.
No Steps Researchers’Activity as
observer
Teachers’Activity
1 Planning - Arranging a lesson
plan based on the
teaching material.
- Preparing the teaching
material.
- Preparing the test
instrument.
- Preparing the
observation scheme
- Preparing the
teaching material
- Preparing students’
attendance list.
- Teacher arranged
improvement action
to be developed
become learning
improvement point
10

11. 2 Acting - The researcher as
observer during the
teacher taught reading
comprehension using
mind mapping
technique.
- Researcher helped
teacher to spread the
text for each students.
- The teacher
introduced the mind
mapping technique
- The teacher taught
reading
comprehension using
mind mapping
technique
- Teacher helped
students to
understand the text
and gave a test to
evaluate students.
3 Observing - The researcher as
observer the teaching
learning process used
observation scheme.
- Observe students’
respond toward mind
mapping technique.
- Observe students
participation.
- The teacher applied
this technique.
- Observing the
teaching learning
process.
4 Reflecting - The researcher and
teacher discuss about
teaching learning
process that have been
done. The result of
observation was
analyzed, so it could
be seen the
improvement of
students’
comprehension on
narrative text.
- The teacher and
researcher evaluate
the step in teaching
learning process and
discuss the result of
observation for the
students’ ability in
reading.
- The teacher and
researcher reflect the
activity that have
been done. The result
of this analysis could
be used as review to
use mind mapping
technique in teaching
reading
comprehension.
e. Post – cycle
11

12. The last activity in Classroom Action Research, the students will be
evaluated by giving a post – test. It was done to got students’ final score
after taught using Mind Mapping Technique and check students’
achievement in reading comprehension. The researcher will analyze the
result of post- test and compare the whole result test to know how far this
technique works in improving students’ achievement in reading
comprehension, then the researcher will make conclusion in conducting
Classroom Action Research.
F. Technique of Data Collection
1. Source of Data
The source of data was the subject where the data can be got in
detailed, those data were the field data, they are:
a) Data from the teacher especially the English teacher of eight grade
involves teaching learning process and students’ name.
b) Data from the students involves: students’ achievement that was
obtained from students’ score in the end of every cycle, data observation
from students during teaching learning process took place, data from the
picture documentation during the research.
2. Data Collection Method
The methods will be used by the researcher to get the data in this
research is as follows:
1.Test
Test is a set of questions and exercises used to measure the
achievement or capability of the individual or group.9
In this research, will
be held in four reading test the first,second,and third are three evaluation
tests that will be given in the end of each treatment to know the result of
the students after they are treated by using mind mapping technique in the
action and the last one is Post- test. These tests used to measure the
students’ progress in comprehend reading material. The researcher uses
multiple choice tests. This type of test is chosen because technique of
9Ibid, p. 158.
12

13. scoring is easy and it is more practical for students to answer. There will
be 20 multiple choice questions in every test.
2. Observation
Observation is the activity of giving total concern to research object
of the sense.10
The purpose of observations is to explain the situation in
class activities, individuals involved in some activities and relation
between situation, activity, and individual.11
In conducting the observation,
the researcher will use the observation scheme to make it more systematic,
containing list of activity or happening which might happen.12
In this
research observation is used to know how the implementation of mind
mapping technique in teaching reading comprehension. It used to know
the condition of class and the obstacles appeared during teaching learning
process and it also used to saw students’ difficulties, problems and
understanding about material given.
3. Interview
Is the process of getting explanation by asking questions face to
face between researcher and respondent using interview guide.13
In this
research, interview is used to get the data from an English teacher and
students. It can be used to investigate the students’ understanding about the
lesson.
G. Technique of Data Analysis
Data analysis is an effort which is done by teacher and researcher
to embrace the data accurately.14
After collecting the data, the researcher
will analyzed the data .It can be defined as the process of analyzing data
required from the result of the research. Qualitative data was gained from
field notes, observation, interview, that is analyzed by data triangulation.
10 Suharsimi Arikunto, Suatu Pendekatan Praktik, (Jakarta : PT Rineka Cipta,
2006 ).p.149
11Bambang Setiyadi, Metode Penelitian Untuk Pengajaran Bahasa Asing: Pendekatan
Kuantitatif dan Kualitatif, (Yogyakarta: Graha Ilmu, 2006), p. 239.
12 Suharsimi Arikunto, op.cit., p. 157.
13 Moh Nazir, Metode Penelitian, (Jakarta :Ghalia Indonesia, 1999), p. 234
14 IGAK Wardhani dan Kuswaya Wihardhit , Penelitian Tindakan Kelas, (Jakarta,
Universitas Terbuka, 2001 ), p. 189
13

14. The score of students’ achievement can be calculated by using
this following formula:15
%100x
questionsofnumberThe
answerrightofnumberThe
Score =
The mean score of the class can be searched by using this
following formula:16
)( studentsofnumbertheFrequency
Scores
Mean =
15 Slameto, Evaluasi pendidikan, ( Jakarta, Bumi Aksara, 2001), p. 189
16 Suharsimi Arikunto, Op. Cit., p.264
14