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CHAPTER 3 METHODOLOGY
This chapter presents the discussion of research methodology and procedures applied in this research. It is divided into five major sections, namely
1 research method, 2 the nature and source of the data, 3 data gathering instrument, 4 research design, and 5 data analysis. The implementation of the
appropriate methods or techniques is very important in helping the researcher to find the answers of the research questions.
3.1 Research Setting
This research was conducted to investigate and find the solutions of the problems which appear when the eighth grade students of Junior High School
were studying English with the speaking skill as the focus. The researcher conducted the research at Bhinneka Tunggal Ika Junior High School Yogyakarta,
and the main participants were the eighth grade students which consist of seven students only. Although this school only had one class of eighth grade and the
students were very few, the characteristics of the students were very unique. They tended to sleep whenever they felt that the teaching learning process was boring.
They liked making some noise while the teacher was explaining the material. Meanwhile, the research was conducted in February 2016 until May 2016.
3.2 Research Method
In this research, the researcher applied an action research AR to solve the problem that the researcher found during the observation and in teaching and
learning process. Burn 2010 says that AR has a strong connection to the ideas of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
reflective practice and the position of the teacher as a researcher. It contains with self-reflective, critical, and systematic approach to explore the way of the teacher
teaching in the classroom. After the questions are raised, we can develop the new ideas and alternatives to answer those questions. Therefore, in AR the teacher has
two main roles, which are being the investigator or the explorer of how the way he or she teaches in the classroom, and also being the participant of the research at
the same time. After doing some observation in the eighth grade of Junior High School, the
researcher found that there were some problems raised during the teaching and learning process. Those problems made the students could not improve their
speaking skill well. Therefore, the researcher tried to find the solutions of the problems with the involvement of the students. Mostly, the students’ speaking
skill could not improve better because they were lack of practice. They had the ideas in their mind, but they just did not know how to deliver them since they only
had minor vocabulary. Therefore, in this research, the researcher worked together with the students to solve the problems.
The purpose of this study was to improve the students’ speaking skill by using non-projected visual media. It was hoped that by doing this research, the
speaking skill of the eight grade students would develop better than before. It was also hoped to give more benefits to the students to explore their ability in
speaking. This study was conducted to describe the use of non-projected visual media to improve the eighth
grade students’ speaking skill. Action Research involved some processes. During the process of the study,
the teacher had to listen t o the students’ reflection in order to collect meaningful
data. Since Action Research is a kind of research which need the cooperative support from every element, then it was important for the teachers, the students,
and the colleagues to work together to improve the quality of the education. Action Research consisted in several cycles. It gave many benefits to the
researchers to conduct this research for their study. This research might help the researchers to find the problems during the teaching and learning process. Then,
they may apply the better technique or method to fix something wrong in the classroom. And when one effort is not enough, they may repair the previous effort
and apply it again in the next cycle, over and over again until they find the satisfactory result.
In this study, the researcher worked together with her colleague. The researcher made the lesson plans then the researcher discussed them with the
colleague whether the lesson plans were appropriate or not to be conducted in the teaching and learning process. The colleague would give some opinions and the
researcher could use the colleague’s suggestions for the improvement of the lesson plans. The researcher and the colleague also discussed together about the
materials of the test which would be conducted before action research was applied in the teaching and learning process. They also discussed about the materials
which would be used for the test in the end of each cycle. For this study, the researcher decided to use the action research design
proposed by Kemmis and Mc. Taggart. The design of the research consisted of four phases, which are planning, acting, observing, and reflecting. More clear
explanation of the design would be shown by the picture below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 3.1 The Diagram Model Based on Kemmis and McTaggart 1988 3.3 Procedure of Action Research
The procedure of the research was adapted from the model proposed by Kemmis McTaggart 1988. This procedure consisted of four main phases,
which were planning, acting, observing, and reflecting, and they were wrapped in a cycle which could be conducted for several cycles whenever we felt that the
previous cycle was not satisfactory.
3.3.1 Planning
Finding the starting point of the research might not be easy for the researcher. Therefore, the researcher had to plan everything carefully. Since AR is
a kind of research that many teachers said it was difficult to grasp the concept but everything would be much clearer when you were in the process of doing it. From
the result of the pre-observation, pre-test, and the need analysis, then the researcher would create the lesson plan and prepared the non-projected visual
media which were suitable with the target language in the syllabus, then consulted them with the colleague.
Since everything had been planned carefully, it was expected that the process of delivering the materials would run well during the teaching and
learning process. However, sometimes there were some unexpected events that appeared during the lesson. Therefore, it would be better if we as the researcher
prepared not only one plan but also several back up plans just in case if something went wrong during the lesson then the teacher already knew what to do and how
to handle the situation. The situation in the classroom was sometimes unpredictable. Having more preparation before entering the class was an
important thing to do.
3.3.2 Acting
In this phase, the researcher would execute the lesson plan and introduced to the students about the non-projected visual media. The researcher would apply the
lesson plan carefully and try not to go out of the track except unpredictable situation happened in the classroom. Therefore, the researcher as the classroom
teacher should be ready for any possibilities. The use of non-projected visual media in teaching and learning process only
had one main purp ose which was to improve the students’ speaking skill. The
researcher would explain carefully about how to use them in the learning process. The researcher would divide the students into some groups and then each group
would use non-projected visual media with the same members of the group.
3.3.3 Observing
In this phase, the researcher would conduct the observation toward the teaching and learning process using non-projected visual media. The researcher
paid attention carefully to the students’ behavior while they were studying English
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