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Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
CHAPTER III RESEARCH METHOD
This chapter discusses the components of research method of the present study including the research design, the research site, the participants, the data
collection, the data analysis, the criteria of success and the research schedule.
3.1 Research Design
This study was designed as a Classroom Action Research henceforth mentioned as CAR. CAR as an integral part of Action Research, deals with
educational research as a social practice. Action Research has been defined by Carr and Kemmis in Nunan and Bailey, 2009: 226-227 as:
a form of self-reflective enquiry undertaken by participants in order to improve the rationality and justice on their own practices, their understanding of those
practices and the situations in which the practices are carried out.
Meanwhile, CAR is defined as an inquiry which is conducted systematically to inform practice in a particular situation. Through CAR, teachers discover best
practices in their own classroom situation. Thus, teachers will make decision about teaching based on empirical evidence Mettetal, 2003. A very specific
characteristics of CAR is that it is conducted in the classroom and the focus of the study is the interaction between the researcher and the participants. The researcher
involves as much as possible in the process and experience of the participants. In this study, CAR is defined as a process of investigating problems about
teaching and learning descriptive text writing by implementing GBA that is undertaken in a systematic way by a teacher-researcher who want to better
understand her own work. The teacher-researcher conducted a research study to help her improve her teaching practice and the learning of her students.
In practice, this CAR employed a mixed method research design. According to Lim 2007, a mixed methods research design is most applicable in action
research since this design involves the collection and analysis of both quantitative
Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
and qualitative data in a single study Creswell, 2005. The collection of quantitative data is critical to this study because it is a part of the triangulation.
The quantitative data helped determine the impact of the effectiveness of the GBA in the teaching of writing and in stu
dents’ writing achievements. The collection and analysis of the data were done separately and the findings were then
combined. Cohen et al. 2007 say that the CAR takes place when a single teacher
works with hisher own class as heshe feels the need to improve hisher teaching and learning experiences. This study also took advantage of the AR format which
allowed the researcher to take hisher role as a teacher in the classroom Mills, 2007, enact a specific teaching methodology, and directly observe the effects of
the teaching methodology on student attitudes towards the teaching program. The researcher was the teacher who directly taught the students and collaborated with
the students and the classroom teacher as the observer. By doing it collaboratively, it was hoped that this can bring benefits to the teacher
–researcher, classroom teacher and the students by providing them with new understandings
that could help change the status quo from both a teaching and a learning perspective Creswell, 2002. The design of the AR implemented in this study is
shown in Figure 3.1 below.
