RESEACH METODHOLOGY

CHAPTER III RESEACH METODHOLOGY

A. Setting and Subject of the Research.

1. Setting of place This research was done in SMP Negeri 5 Sukoharjo, Sukoharjo Regency. This school is located at Bulakan, Sukoharjo. It is because there is a

problem related with students‟ vocabulary mastery.

2. Time of research This research held on a cycle on second semester in the academic

year of 2009/2010. The details are the pre-test, the treatments, and the post- test. The pre-test was done on the first meeting. It was done for knowing the

students‟ basic ability of the second grade class of SMP Negeri 5 Sukoharjo in the academic year of 2009/2010. Next, the treatments were done on the second until five meeting. The aim was to master vocabulary by using short stories. Post test was done on the six meeting. Last, the post-test was done on

the sixth meeting. It was done for knowing the students‟ improvement after using short texts in teaching learning process.

3. Subject of the Research The subject of this research is the second grade class of SMP Negeri

5 Sukoharjo in the academic year of 2009/2010. There are 35 students for class A, consist of 11 boys and 24 girls.

B. Method of the Research

This research is a kind of action research. For a starting point, it is necessary to give a definition of action research. Dewi Rochsantiningsih (2008) defines action research as:

“proses sistematis di mana guru dengan sukarela melibatkan diri untuk melakukan refleksi dokumentasi, dan atau tindakan untuk lebih memahami hakekat dan atau konsekuensi mengajar dengan tujuan untuk melakukan tindakan atau menguabah atau meningkatkan kualitas pembelajaran dan lebih baik bila dilakukan secara kolaboratif dengan

kolega atau teman guru.”

Kemmis (1983) in Hopkins (1993: 44) says that action research is a form of self-reflective inquiry undertaken by participants in social (including educational) situation in order to improve the rationality and justice of (a) their own social or educational practices; (b) their understanding to these practices, and (c) the situations in which the practices are carried out. It is most rationally empowering when undertaken by participants collaboratively, though it is often undertaken by individuals and sometimes in cooperation with outsiders.

Rapport (1970) in Hopkins (1993: 44) says that action research is aimed to contribute both to the practical concern of people in an immediate problematic situation and to the goals of the school science by joint collaboration within a mutually acceptable ethical framework. Meanwhile, Ebbutt (1985) in Hopkins (1993: 45) states action research is about the systematic study of attempts to improve educational practice by groups of participants by means of their own practical actions and by means of own reflection upon the effects of those actions.

Furthermore, Wiersma (2000: 10) states one type of applied research is action research, research conducted by a teacher, administrator, or other educational professionals to aid in decision making in the local school. Action research focuses on the solution of day-to-day problems at the local level. Action research is usually less rigorous in term of design and methodology than other educational researches. Often, intact groups are used in some cases, only a single group or individual is involved in the study.

From the definition above, it can be concluded that action research is a systematic study and it is a form of self-reflective inquiry undertaken or carried out by participants in educational situation rather than outside researches to solve

the problem in order to improve the students‟ ability. By participating the actions in this research, it is hoped that the researcher will find the solution for developing the students‟ vocabulary mastery.

Based on the definition and the aims above, this research is done to increase the students‟ vocabulary mastery through short texts.

C. The Model of Action Research

The model of classroom action research used in this study is based on the model developed by Kemmis and Mc Taggart (1985). According to the model, the implementation of the classroom action research includes four steps in the following:

1. Planning Develop a plan of critically informed action to improve what is already happening.

2. Action Act to implement the plan.

3. Observation Observe the effects of the critically informed action in the context in which it occurs.

4. Reflection Reflecting process on these effects as the basis for further planning, subsequent critically informed and so on, through a succession of a stages.

Based on Hopkins‟ point of views (1993: 48) this model can be illustrated as follow.

D. The Procedures of Action Research

In this classroom action research, each procedure takes five steps in one cycle. There are follows:

1. Identifying the problems The researcher identified the problem before planning the action. The problem referred to the students‟ difficulty in learning vocabulary. The problem

was caused by the technique of delivering material which was not suitable and interesting to the learners. It was obtained by observing the teaching learning process, interviewing the students, and conducting a pre-test.

2. Planning the action

The researcher prepared everything related to the action as follows:

a. Planning the steps and technique for delivering the material in the form of lesson plan.

b. Designing the steps in doing the action.

c. Preparing the material.

d. Preparing sheets for classroom observation (to know the situation of teaching learning process when the technique is applied).

e. Preparing teaching aids.

f. Preparing a test. It was done to know whether students‟ vocabulary could be improved or

not.

3. Implementing the action The researcher implemented the teaching learning activity of vocabulary using short texts. The real implementations were generally presented as follows:

a. The researcher greeted the students and checked the students‟ attendance at the beginning of class.

b. The researcher presented the material by giving a worksheet one by one to the students.

c. The researcher stimulated the students to try guessing some words related to the stories.

d. The researcher gave explanation about the words, pronounced them correctly, and drilled the students.

e. The researcher gave the students time to make note in their book.

f. The researcher gave the students individual task.

g. The researcher gave the students oral task by pointing the students one by one to guess and pronounce the words that are related to the stories shown by teacher to check whether the students had understood.

h. The researcher discussed the answer of task with the students

i. After doing the practices, the researcher reviewed the material.

4. Observing and monitoring the action The researcher observed all activities in the teaching learning process and created a conducive atmosphere in a class.

5. Evaluating and Reflecting the result of the observation The researcher evaluated all actions in the cycle. The researcher observed the actions to find the problems of the activities that had been carried out in using short stories in teaching vocabulary.

E. Technique of Collecting Data

The techniques of collecting data are qualitative and quantitative method. Qualitative method consists of observation, field notes, interview, photograph, document analysis.

Observation technique means the researcher comes to the class, observes the teaching learning process done by the teacher and the students. Based on Burns (1999: 80), observation is a kind of activities in action research that enables researchers to document and reflect systematically upon classroom interactions and events, as they actually occur rather than as we think they occur.

The teacher takes the position behind the class while observing the teaching learning process and makes a note all things about what happen during the teaching learning process.

Notes or field notes are descriptions and accounts of events in the research context that are written in relatively factual and objective style (Burns, 1999: 87). The researcher made notes of each observation done. The researcher made note to

all activities during the lesson, and noted the students‟ reaction and response to the learning.

The interview technique is done spontaneously. It means that the researcher does not make some questions first. This interview is also done to the students and the teacher before and after teaching learning process. The purpose is to get the information about everything in teaching learning process using short stories.

Photographs are a way of greatly enhancing classroom analysis and providing visual stimuli that can be integrated into reporting and presenting the research to others (Burns, 1999: 101).

Analyzing the document was done toward the Kurikulum Tingkat Satuan Pendidikan, which is about English lesson in Junior High School including its Standar Kompetensi and Kompetensi Dasar. The aim of this analysis was to complete the information which had been gotten from observation and interview.

Then, quantitative method uses test technique. Test technique which is used is achievement test. Achievement test is the test that is used to measure students‟ ability after learning something (Arikunto, 1996: 21). The test here is a vocabulary test. The vocabulary test is used to measure the students‟ vocabulary mastery. In this research, the researcher used essay and pronoun test type for both Then, quantitative method uses test technique. Test technique which is used is achievement test. Achievement test is the test that is used to measure students‟ ability after learning something (Arikunto, 1996: 21). The test here is a vocabulary test. The vocabulary test is used to measure the students‟ vocabulary mastery. In this research, the researcher used essay and pronoun test type for both

test was analyzed to know the students‟ achievement on vocabulary. There are some steps that should be done by the researcher in this action

research. Here is the diagram of the steps. Table 1. The steps in Action Research

Step of action

 Result of the interview Pre action

 Result of observation

 Result of pre-test  Students

 Test (Pre-test)

 Result of observation  Researcher

 Planning

 Field notes The action

 Implementing

 Observing and

monitoring  Reflecting

 Students  Test (Post-test)  Result of post-test Post action  Researcher

F. Technique of Data Analysis

The technique of data analysis in this research consists of two kinds; they are qualitative descriptive analysis and also quantitative descriptive analysis.

1. Qualitative descriptive In qualitative descriptive analysis, the data are the result of observation, field notes, interview, and photographs. The steps are: (a) compare the data from each informant to make easy in classifying the same data, (b) classify the data in certain classification, (c) Making the inference, making the data in the table, (d) making an inductive conclusion. Making a hypothesis using the classify data.

2. Quantitative descriptive analysis In quantitative descriptive analysis, this research uses descriptive statistics. It is used to make the data simple and communicative. This step uses a simple formula that is called as t-test of non-independent. It makes clearer the data and the characteristic of the data (Nurgiantoro, 2001:8).

In this formula, the pre-test is compared with the post-test to know whether teaching vocabulary using short stories can improve the students‟

vocabulary mastery. The formula of t-test of non-independent is as follows: t=

where t is the result of t-test non-independent

Finally, when the difference between the values of t-obtained and the value of t-table is significant, the effectiveness of using short stories to

improve students‟ vocabulary mastery will be known.

G. Validity of the Instrument

In computing the validity of each item from the instrument, the researcher uses the formula as follows:

where;

and

p : the number of correct answer q : the number of incorrect answer n : the number of respondent The result of the computation of validity will be consulted to t-table

distribution, from this; it will be known whether or not the instrument is valid.

H. Reliability of the Instrument

After the valid items are determined, the reliability can be determined by using the formula:

; where k is the number of valid items.

The result of the computation of reliability will be consulted to r table of statistics. From this, it will be known whether or not the instrument is reliable.

I. The Criteria of Successful Action

The measurement that is used in checking vocabulary mastery is test. The indicators are: (1) there is an improvement number of students that have minimal criterion at least 75 % from the total number of students, and (2) there is an improving average mark of the class based on the criteria in the curriculum that is used in that school.