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CHAPTER III RESEARCH METHODOLOGY
This chapter presents a discussion of the methods used in this study. The discussion includes research setting, subject of the study, research
design, procedures of action research, data and data resources, techniques of collecting the data, and technique of analyzing the data.
A. Time and Place of Research
This research will be conducted in SDN Banaran 01 which is located in Ds. Banaran, Grogol, Sukoharjo. It is one of the state elementary school
in Grogol subdistrict, Sukoharjo regency. The writer conducts the research from October – December 2009.
B. Subject of the Study
The subjects of the research are the sixth grade students of SDN Banaran 01. There are 14 students in this class consisting of 7 girls and 7
boys. Most of them are from low economic status with uneducated parents while the others come from immediate economic status whose parents are
government officers or businessman. Unfortunately not all the parents have great concerns to their children’s education. It is seen when there are some
students who frequently do not do their homework and even forget to bring
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the English book or notebook in the English class. It indicates that their parents do not care with their children when they study at home.
In doing this research, the researcher actively participate in the teaching learning process. She acts both as a teacher and the observer. She
will also do collaboration with other observers. They are: the sixth grade teacher and the other English teacher.
C. Research Design
1. The Nature of Action Research
In this research, the researcher uses a Classroom Action Research CAR. CAR in a simple way can be understood as an action research which
is conducted in a classroom. It can be defined as a study of attempts to overcome classroom problems or to improve things related to educational
problems for betterment done by practitioners or teachers, or in collaboration between teachers and researchers by means of their own
practical actions and their own reflection upon the effects of those actions Ebbut, 1985 in Hopkins, 1993: p. 45 ; Kemmis in Hopkins, 1993: p. 44.
Mills 2000: p. 6 says that action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other
stakeholders in teaching or learning environment, to gather information about the ways that their particular school operate, how they teach, and how
well their students learn.
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Another expert describes action research as a form of self-reflective inquiry carried out by practitioners, aimed at solving problems, improving
practice, or enhancing understanding Carr and Kemmis in Nunan 1989: p. 12. It means that action research has to do with improvement.
Meanwhile, Ebbut 1985 as quoted by Hopkins 1993: p. 45 states that action research is the systematic study of attempt to improve
educational practice by group or participants and by means of own reflection upon the effects of those action.
There are three characteristics of action research: firstly, the action research is carried out by practitioners rather than outside researchers.
Secondly, the kind of the action research is collaborative, and thirdly, the action research is aimed at changing condition Nunan, 1992: p. 17 quoted
from Kemmis and McTaggart, 1998. It can be concluded that action research is a systematic action done
by teachers, researchers,, principals, school counselors, or other stakeholders in order to get improvement. It focuses on the solution of day-
to-day problems by knowing the ways the participant of a particular school operates how both the teacher teaches and the students learn.
This classroom action research is done in collaboration. It is done by the researcher and an English teacher of SD Negeri Banaran 01 Grogol as
the collaborator. This research is intended to improve the vocabulary mastery of the sixth grade students in SD Negeri Banaran 01 Grogol by
using experiential learning.
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2. The Model of Action Research
Action research in this classroom action research uses the model based on Hopkins views 1993: p. 48. In his model, there are four crucial
basic steps which can be expanded into six steps including identifying the problem, planning the action, the implementation of the action observing or
monitoring the action, reflecting the result of the observation, and revising the plan fro the following step. These steps form one cycle and can be
repeated into several cycles.
Action research occurs through a dynamic and complementary process consisting of four essential steps of planning, action, observation
and reflection. Each step will be explained as follow :
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a. Planning It is a process to develop a plan of critically informed action in order to
improve what is already happening. b. Action
It is an act to implement the plan. c. Observation
It is a process of observing the effects of critically informed action in the content in which it occurs.
d. Reflection It is reflecting process on these effects as the basis for further planning;
The reflection was meant to judge the success of the cycle.
D. The Procedures of Action Research
The procedures of the action research covers 6 basic activities as described in each cycle of Lewin’s model of Action Research. Those
activities are as follows:
1. Identifying the problems The teacher identifies the problems first before planning the action.
The problems refer to the factors making the students difficult to master vocabulary during the lesson before. Here the researcher uses 2
techniques, namely:
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a. Using test To know whether the students master the vocabulary, the researcher
makes written test of vocabularies as pre-test and post-test to know the students ability to master vocabulary.
b. Observation and interviews The researcher observes the students behavior during the lesson and
makes interviews to the sixth class teacher to know the model of class management and her student’s competence.
2. Planning the action The researcher prepares everything related to the action as follows:
a. Preparing materials, making lesson plan, and designing the steps in doing action.
b. Preparing sheets for classroom observation c. Preparing teaching activity
d. Preparing a test.
3. Implementing the action The researcher implements the teaching learning activity of
vocabulary using experiential learning.
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4. Observing monitoring the action The researcher observes all activities in the teaching learning process
while the homeroom teacher helps to create a conducive atmosphere in a class. The researcher also makes collaborative efforts with a collaborator
to explore teaching possibilities. The function of collaborator here is to evaluate the researcher’s teaching, offer suggestion on the best way to
teach, and help to create students motivation to learn English.
5. Reflecting the result of the observation The researcher makes an evaluation on all she has observed to find
the weaknesses of the activities that have been carried out in using experiential learning as the technique in teaching vocabulary.
6. Revising the plan Based on the weakness of the activities that have been carried out in
using experiential learning as the method in teaching vocabulary, the researcher revises the plan for the next cycle.
D. Data Sources
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