CHAPTER III METHOD OF INVESTIGATION
3.1 Research Design
As stated by the writer before that this research was carried out through action research by using Kurt Lewin’s model in which it consists of four steps in
each cycle; planning, acting, observing, and reflecting. Those four steps are integrated. Each step was conducted based on the previous one and the next. It
means that before doing an action research, the writer plan the facilities in conducting teaching learning process then applied into the action steps. The writer
then observed the students’ response during the teaching learning process so that the writer could reflect to determine the next cycle.
The procedure steps of the writer’s action research in conducting research were like this:
1. Planning
The first step is planning. This step was about the activity of problem identification. It was the most important step in conducting action research as
by knowing the problems the writer could find a solution to solve the problem. 2.
Acting The second step is acting. It is the implementation of planning. The
purpose was tried to find out the solution to solve the problem faced by the students during the teaching learning process.
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3. Observing
In this session, the writer tried to observe the students’ response during the teaching learning process whether or not they made some progress while
teaching learning process. 4. Reflecting
In the last step, the writer was evaluating the steps of the teaching learning process whether needed should be improved or not in order the result was
satisfied.
3.2 Subject of the Study
The writer held the classroom action research at SMP N 1 Gubug. There were 22 classes, which consisted of 8 classes of seventh grade, 8 classes of eight
grade, and 7 classes of ninth grade. The subject of the study was the eight grade students of SMP N 1 gubug in
the academic Year of 20082009. There were 8 classes that consisted of 7 regular classes and 1 immersion class.
3.2.1 Population
The population as stated in Johnson 1989:110 is the group of entities or persons to whom the results of a study are intended to apply. The population
might be a set of school. According to Arikunto 2006:130 population is the entire of the subject of the study.
In this case, the subject of the study is the eight grade students of SMP N 1 Gubug in the academic Year of 20082009. There were 8 classes that consisted of
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7 regular classes and 1 immersion class. Total population is 341 students. We can see the distribution of the population in the table bellow:
Table 1. The population of the research
Classes Number
A 8B
8C 8D
8E 8F
8G 8H
47 46
44 43
46 45
46 24
3.2.2 Sample
After defining the population of interest, the writer must take the sample in order to make the population more representative. According to Arikunto
2006:131 sample is half of the population that was being observed. There are several ways to take sample. Arikunto 2006:134 writes that we may take the
entire subjects if the subject is less than 100, but if the subject is too big we may take 10 - 15 or 20 - 25.
In this research, the writer chose the cluster random sampling. It is based on the groups or level. In this case, the sample was a class. In selecting the subject
of study, the writer wrote down the 7 classes of the eight grade on small piece of paper then they were rolled and put into glass, after that they were mixed and
dropped out of from the glass, 8B was selected.
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3.3. Procedure of the Study
The action classroom research was conducting in two cycles that was consisted of four steps in each cycle; planning, acting, observing, and reflecting.
The purpose was to give some activities and observe students’ progress. The activities that were carried out bellow:
3.3.1 Pre-test
The writer conducted a pre-test about simple past tense with aimed at knowing the students’ problem in mastering simple past tense. The students
should answer 30 items in the form of completion test.
3.3.2. Cycle 1
Here the procedure of cycle I:
3.3.2.1 Planning
After identifying the students’ problem, the writer then made some steps to help the writer in conducting the teaching learning process. The steps as the
following: 1. Choosing the teaching material
2. Arranging lesson plan 3.Preparing test instruments and facilities
3.3.2.2 Acting
This step was the implementation of planning. The purpose of the step was to give some activities to the students.
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In the first cycle, the writer applied the type of Task-Based Learning method to teach simple past tense to eight students of junior high school students.
The type of TBL method was in the form of classifying included in ordering and sorting type. The students were asked to classify regular and irregular verb. The
consideration of doing such a treatment is to know the students’ ability in recognizing past verb. In knowing the students’ progress, the writer then gave the
students an assessment test.
3.3.2.3 Observing
In this session, the writer observed the teaching learning process in the first cycle. There were some events that should be observed by the writer:
1. The condition of the class. 2. The students’ activity.
3.3.2.4 Reflecting
In the last step, the writer evaluated the steps of the teaching learning process in which it included:
1. The writer’s ability in conducting teaching learning process. 2. The effectiveness and efficiency of the teaching learning process.
3. The students’ result.
3.3.3 Cycle 2
The step of the second cycle as the following:
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3.3.3.1 Planning
Before conducting the second cycle, the writer made correction of the step in the first cycle then she improved the teaching learning process in the second
cycle. The planning as the following: 1. Preparing and choosing the material.
2. Making some notes in leading the writer in conducting the second cycle in order the writer manage the teaching learning process well.
3.3.3.2 Acting
The writer then applied another type of Task-Based Learning in the second cycle. A problem solving in the form of analyzing hypothetical situation would be
applied in this activity. The writer asked the students to analyze affirmative, negative, and interrogative past sentences. The consideration of choosing the task
is to engage students to be able to recognize the characteristics of each sentence affirmative, negative, and interrogative so that they can applied it to the real life
communication. In knowing the students’ progress, the writer then gave them an assessment test.
3.3.3.3 Observing
In this session, the writer observed the teaching learning process in the second cycle. There were some events that should be observed by the writer:
1. The condition of the class. 2. The students’ activity.
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3.3.3.4 Reflecting
In the last step, the writer evaluated the steps of the teaching learning process as the following:
1. The writer’s ability in conducting teaching learning process. 2. The effectiveness and efficiency of the teaching learning process.
3.3.4 Post-test
The writer gave the post-test to the students to know the students’ progress after teaching learning process. The students should answer 30 items in the form
of completion test. The test was the same as pre-test.
3.3.5 Questionnaire
In this activity, the writer distributed questionnaire to the students. There are 5 questions. The students only answer “yes” or “no” for each question.
3.4 Data Collection
In carrying out the classroom action research, the writer needs a data to support her study. In the study, the writer used a pre-test, some assessment test, a
post-test, and questionnaire. The aims of using these techniques are to know the students’ response during the teaching learning activities and to see their progress
and mastery in achieving the lesson given by the teacher.
3.5 Instrument of the Study
The writer gathers the data by using tests, questionnaire, and field notes.
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3.5.1 Test
The tests used in the research were a pre-test, some assessment tests, and a post-test. The purpose of giving the test is to measure students’ mastery in Simple
Past Tense. There would be 30 items of pre-test and post-test. The assessment test will be given in the end of the teaching learning process Cycle I and Cycle II.
The consideration in giving the students assessment test was to measure the students’ progress.
3.5.2 Questionnaire
A questionnaire also distributed to support the primary data. It used to find the students response’ during teaching learning process.
The aspect that the writer wanted to observe were: 1. The students’ interest in using TBL as a method to teach Simple Past Tense.
2. The advantages that the students gained after learning Simple Past Tense through TBL.
3. The students’ motivation in learning English. 4. The relevancy between the material given with the students’ daily need.
5. The sustainability of the program given.
3.5.3 Field notes
The last instrument used in the study is field notes. The aim was to have the document about the class situation where the writer was conducting the action
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research. The writer observed the students’ activity during the teaching learning process then the writer wrote her observation into the field notes.
3.6 Data Analysis
In knowing whether or not the students’ achievement was developed, the writer will arrange the data by using the simple formula as follows. The formula
was used to know the average mark Heaton, 196.
The average mark m = N
fx
∑
X : students’ mark
N : number of students
fx : students’ mark times number of the students who got the mark.
By using the formula, the writer then analyzed the students’ achievement from the first activity to the last activity pre-test, assessment tests, post-test, and
questionnaire. The discussion and result of those activities will be represented in the chapter IV.
3.7 Criterion of Assessment
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