CHAPTER III RESEARCH METHODOLGY
In this chapter, I elaborated research methodology including research design, setting of the research, subject of the research, procedure of the study,
technique of collecting data, and technique of analyzing data. They are explained in the following parts:
A. Research Design
In this study, I use Action Research method. Related to the action research method, there are some definitions of action research. Mills 2000: 5 defines action
research as a systematic inquiry done by teacher or other individuals in teaching or learning environment to gather information about and subsequently improve the ways
their particular school operates, how they teacher, and how they learn. He also argues that action research is a research done by teacher, for
themselves; it is not imposed on them by someone else. Action research engages teacher in four steps process, namely:
1. Identify an area of focus
2. Collect data
3. Analyze and interpret data
4. Develop an action plan
Elliot 1991: 69 states that action research might be defined as the study of social situation with a view of improving the quality of action within it. It aims as
feeding practical judgment in concrete situation, and the validity of theories or hypothesis. It generates not so much on scientific tests of truth, as on their usefulness
in helping people to act more intelligently and competently. In action research theories are not validated independently and then applied to practice. They are
validated through practice. To support those definitions above here are the key points of action research
as proposed by McKernan 2003: 32. 1
Action research is an action, which is taken as a result of reflection on phenomenon done by the researcher.
2 Action research always arises form some species problem or issuing arising out
of the searchers practice. 3
Action research can be done by one person or individually but will be rationally empowering when undertaken by participant collaboratively.
4 Action research starts with small cycle of planning, acting, observing, and
assumptions more clearly. 5
Action research is a systematically learning process in which people at deliberately, though remaining open to surprise and responsive opportunity.
6 The reliability and the validity of the hypothesis are determined by usefulness of
the result in overcoming the problem. 7
The aim of action research is to improve the quality of the system in certain social circumstances including educational system.
Meanwhile, Kasbolah 1999: 15 defines that Classroom Action Research is action research of educational aspect which is implemented in a classroom in order to
improve the quality of teaching learning process. It means that Classroom Action Research encourages the teacher to be aware of her own practice, to be critical of that
practice, and to be prepared to change it. Based on definition above, I had some positive considerations of choosing an
action research as her research design. The positive reasons are: 1. An action research is authoritative. I can develop solutions to the problems.
2. An action research is able to improve teacher’s capability in teaching English 3. An action research gives opportunity to English teacher to overcome problems
which is appearing during the class activity. 4. An action research gives challenge to the researcher to be a professional English
teacher. 3-P technique is chosen as an instructional technique in classroom action
research. Kemmis 2000: 10 states that classroom action research is a concept of doing X to improve Y. It is held because there is one or more problems found in
something or because the belief that the condition of something is not good and needs improvement. In this case, 3- P technique is the X variable and speaking competence
presentation is the Y variable. I applied 3-P technique to enhance students’ speaking competence presentation. I conducted and observe whether 3-P technique is able to
make students more active and capable in delivering presentation. I recorded all of the students’ activities regarding their attitude, respond and progress in speaking
competence.
Considering the aim of classroom action research, that is improving teaching - learning quality, I wanted to apply this design to improve the speaking competence in
presentation of the eleventh year students at SMA Negeri 1 Bojonegoro through 3-P Technique. In this study, I is the designer, the observer and the rater of this classroom
action research implementation and works together with the collaborator who assists the researcher for the reliability of the result.
B. Setting
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