D. The Writer’s Role on the Study
The role of researcher in classroom action research is teacher at X grade of MAN 19 Jakarta and his partner classroom teacher as an observer the
writer conducts this research collaboratively.
E. The Research Design
In this study the researcher will conduct the classroom action research into two cycle
s. As stated by Arikunto that “Classroom action research should be implemented at least two cycles continuously”.
2
In order to be clear, the writer would like to present a model of Action Research stated by Kurt Lewin
in a figure
3
below:
Figure 3.1 Kurt Lewin’s Action Research Design
2
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara,2009, p,23.
3
David Hopkins, A teacher’s Guide to Classroom Research, England: Open University
Press, 2008, p 50-54
Cycle I
Planning Acting
Observing
Reflecting
Cycle II
Observing Acting
Planning
Reflecting
CYCLE I
CYCLE II
Figure 3.2
The Phases of Classroom Action Research that Modified by the Writer Adapted from Kurt
Lewin’s Action Research Design
Planning
Choose the appropriate material and topic related to the syllabus
Make the lesson plan Prepare the observation checklist
for the teacher and the students Prepare the post-test 1
Acting
Give expression and vocabularies needed
Explain the instruction for practicing
Practice role play activity pair work
Students perform role play in front of the class
Evaluate and give general
Reflecting
Evaluate the teaching and learning process
Analyze the students‟ achievement Revise the lesson plan for the next cycle
Observing
Observe the students‟ participation Observe the students‟ achievement
Planning
Revise lesson plan and modify the technique
Reselect the material Prepare the observation checklist
for the students and teacher Prepare questionnaire and posttest
2
Acting
Reviewing the previous material advertisement.
Give the new topic Group work practice role play
Students perform role play in
front of the class Evaluate and give general
conclusion
Reflecting
Analyze the students‟ progress in speaking based on
the score they get in posttest 2 Analyze the students‟
response based on the
Observing
Observe the students‟ achievement Observe the students‟ participation
F. The
Data Collection Technique
Technique of collecting data in this research will use qualitative data and quantitative data. The qualitative data consists of observation.
Meanwhile, the quantitative data uses pre-test and post-test.
4
Data collection will be gathered are observation sheets, recorded transcript,
collaborator‟s notes, questionnaire, and test.
G.
The Instrument
1. Observation sheets. In this case the writer uses the unstructured
observation to get the information about the real condition in teaching learning activities. The writer makes the observation notes
about situation in the class during the learning activity. 2.
Questionnaire. It contains of five close-ended questions. It is used to explain stud
ents‟ opinion after the application of the game in the learning process. It is collected to support the data.
3. Test. The test used in this study is pre-test and post-test. To know
students‟ existing knowledge of speaking ability, the writer gives oral test to the students. Because the test is oral test, the writer
divided the score into five criteria, which are the scores of Pronunciation, grammar, vocabulary, fluency, and comprehension.
H. The Technique of Data Analysis
1. Analyzing the Result of the test
In analyzing the numerical data, first the researcher tries to get the average of students‟ speaking skill per action within one cycle. It is
4
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara,2009, p.127-132
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