commit to user
43
CHAPTER III RESEARCH METHODOLOGY
A. The Setting of the Research
The research was conducted at SMKN 2 Sragen. The school is located at Jl. Dr. Sutomo No. 04 Sragen. The school has 7 main buildings, a mosque,
sport center, a work shop, and a Suzuki showroom. It has five departments, namely Computer and Networking Department Teknik Komputer dan
Jaringan, Automotive Department Teknik Mekanik Otomotif, Engineering Department Teknik Pemesinan, Electrical Power Installation Department
Teknik Pemanfaatan Tenaga Listrik, and Carpentry Department Teknik Konstruksi Kayu. The research was conducted from July to October 2010.
B. The Subject of the Research
The tenth year students of computer and network department in SMKN 2 Sragen consist of two classes. This research was conducted only in Class X
TKJ 1. The class X TKJ 1 consists of 33 students. Most of the students in class X TKJ 1 come from middle class. Only three students ever join an English
course or any additional English lesson. So, their ability in English is average and most of them have difficulties in writing.
commit to user 44
C. The Method of the Research
The method of this research is an action research. Action research is a way of reflecting on teaching which is done by systematically collecting data
on everyday practice and analyzing the data in order to come to some decisions about what the future practice should be Wallace, 1998: 4. Kermis
and Mc. Taggart 1991: 5 describe action research as a form of collective self – reflective inquiry undertaken by participants in social situation in order to
improve the rationality and justice of their own or educational practices, as well as their understanding of these practices and the situation in which these
practices are carried out. It consists of planning, acting, observing, and reflecting. Classroom action research can be conducted through four stages:
planning, acting, observing, and reflecting Kember, 2000: 25, Arikunto, 2006: 16. The following is model of classroom action research:
The scheme of Action Research
Planning Reflecting
Acting
Observing
Planning Acting
Observing Reflecting
Cycle I
Cycle II
?
commit to user 45
McNiff 1992:01 states that action research is a form of self reflective enquiry that is now being used in school – based curriculum development,
professional development, and school improvement schemes. McNiff believes that action research encourages a teacher to be reflective of his own practice in
order to enhance the quality of education and for himherself and hisher pupils. Action research is different from other methods of research because it
arises from specific problem or issue arising out of teacher’s professional practice Wallace, 1998: 15. Action research is problem – focused and it has
very practical intended outcomes. To support the definitions above, here are the key activities of Action
Research AR as proposed by McKernan 2003: 32: 1. Increase human understanding.
As a form of critical inquiry, AR focuses upon understanding one’s own and others’ understanding about a certain problem. Interpretive
understanding is the most central act of being human, and by engaging in AR the humanness can be enhanced.
2. Concern to improve quality of human action and practice. Action research makes human performance more intelligent and effective,
skillful, and reflective. 3. Focus is on problems of immediate concern to practitioners.
Problems are identified by those experiencing them since practitioners are best placed to identify, analyze, and inquire into the problems.
commit to user 46
4. Collaborative. All those with a stake in the problem have a right to be included in the
research for a solution. This implies a shared ‘community of discourse’ between insiders and outsiders. The practitioners are not merely treated as
‘clients’ but also co – investigators. 5. Conducted in situation.
Research is undertaken in the setting where the problem is encountered. 6. Participatory nature.
There is a demand that the participants share their understanding of events and actions so that they appreciate the construction of their practice.
7. Focus on the case or single unit. Action research examines a single case and not a sample population.
Whole populations are studied: a whole class or school. 8. No attempt to control setting variables.
Key variables are not isolated and manipulated. To place controls on subjects and parameters is interfering artificially with a naturalistic setting.
9. The problems, aims, and methodology may sift as inquiry proceeds. Action research does not consider problems to be ‘fixed’. As research
proceeds the problem may be seen in a new light a new definition of the situation may be required.
10. Evaluative – reflective. In action research, it is crucial to stand back and reflect, particularly at the
end of the cycle action, and to describe, interpret and explain ‘what is
commit to user 47
going on’. Researchers need to judge actions and results as a critical group.
11. Methodologically eclectic – innovative. Researchers may have to redesign new instruments and techniques to
gather data, as dictated by the problem. There is no single preferred method – indeed, triangulation of methods, perspectives and theories is
desirable. 12. Scientific.
Action research is scientific process conducting by stating problems, formulating action hypotheses, planning data collection, analyzing results,
and reformulating hypotheses. 13. Share ability and utility.
The fundamental concern of action research is the application of the result by sharing the usefulness or utility value among the research’s
participants. 14. Dialogue discourse – based nature.
Discourse is the central data of action research. Understanding is achieved through unconstrained dialog with project participants.
15. Critical. Action research researchers seek reasoned critique grounded in social
practice. Critique is an important aspect of the process. It becomes important step towards understanding, interpretation and emancipation.
commit to user 48
16. Emancipatory. Action research liberates those who suffer repressive and unjust practices.
It attempts to free participants and give them greater autonomy through collective reflection.
Based on the definition above, the researcher takes action research with the aim to improve students’ writing ability in English. This practical
action has been conducted by using Task – Based Language Teaching TBLT.
D. The Process of Research
Kategori