CHAPTER III RESEARCH METHODOLOGY
A. Type of the Study
This study was conducted through action research. Action research is a part of a major change in education. It is connected to the ideas that the teacher makes
research in his own classroom to reflect the teaching and learning process involving the teacher himself Burns, 2010: 2. It attempts to find the solution of
the problems and implement actual actions in improving a condition by showing the cause-effect relationship between the actions and the results
.
Burns 2010: 2 states that the main aims of action research is to identify the problems in class then try to bring changes or improvements of the problems
deliberately. Rapoport as cited in Hopkins 2008: 47 explains the purpose of action research is to help both joint collaboration’s goals in the social science
study within an acceptable ethical framework and the problematical situation of the people’s practical concerns.
The aim of this study was to solve students’ problems related to vocabulary mastery. In this research, the researcher collaborated with the English teacher. The
researcher conducted this research based on Kemmi s and McTaggart’s model of
action research in Burns 2010: 7-9. These steps are planning, acting, observing and reflecting. The processes can be seen on the figure 5.
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Figure 5: Cyclical AR model based on Kemmis and McTaggart in Burns 2010
B. Procedure of the Study
In order to pursue the aim of this study, this research applied the processes in figure 5 at each cycle. They were as follows.
1. Planning
After finding students’ problems in learning vocabulary, the researcher designed plans in order to improve their vocabulary mastery. The researcher
prepared and planned the materials based on the basic competency, the kind of vocabulary that would be chosen were based on the SDKD Standard of
Competence and Basic Competency in the first semester of grade VIII.
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2. Actions
In actions, the researcher taught the students vocabulary using flashcards. The action was carried out into two cycles. The researcher implemented the lesson
plans that had been designed in the planning stage. The actions were applied in two cycles, with three meetings for each cycle. It was agreed that the teacher
would be the observer and the researcher would do the teaching.
3. Observation
In this phase, the researcher made observation notes, and took documentation during the implementation of flashcards in order to improve grade
eight students’ vocabulary mastery.
4. Reflection
At the end of each cycle, the researcher and the collaborator reflected and evaluated the action. It was done by evaluated the data that had been collected.
Then, the researcher and the collaborator determined the actions which were considered as successful. These actions would be maintained in the next cycle,
while the less successful actions would be revised to be implemented in the next cycle.
C. Setting of the Study
This research study took place at MTsN Godean, which is located at Jl. Klaci Sidoagung, Godean, Sleman, Yogyakarta. This school has twelve classes:
four classes each grade. Each class consists of around 32 students. There are three
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English teachers in this school who one of them was the researcher’s collaborator in this study.
D. Subject of the Study
The participants of the research were the researcher herself, 32 grade eight students at MTsN Godean, and the English teacher of the class as the collaborator.
E. Instruments of Data Collection
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