B. The Subject and Object of Study
1. Subject of the study The subject of study is students at the first grade of Accountancy class at
Vocational School of Bangun Nusantara 2, academic year 20102011 which is located in Cipondoh, Tangerang. The number of students in this class is 33 persons which
consist of 28 girls and 5 boys. The writer chooses this class based on the English teacher’s assumption that this class has the lowest score in English grammar test
among other first grade classes. Finally, the writer thinks that they need an appropriate technique in learning English grammar in order to improve their
achievement; in this case the writer limited the material about Degrees of Comparison.
2. Object of the study The object of study is Substitution Drills technique which is hoped to improve
the students’ achievement in learning English grammar especially in Degrees of Comparison.
C. The Method of Research
The method which is used by the writer in this research is Classroom Action Research CAR, it is derived from the root action research. It seems a complex
research. As Jack C. Richards and David Nunan said in their book: Action research is not simply research grafted onto practice. Rather, it
represents a particular attitude on the part of the practitioner, an attitude in which the practitioner is engaged in critical reflection on ideas, the informed
application and experimentation of ideas in practice, and the critical evaluation of the outcomes of such application.
1
1
Jack C. Richards and David Nunan, Second Language Teacher Education, New York: Cambridge University Press, 1990, p. 63
Because it happens in the classroom frame, it is called Classroom Action Research. According to Wijaya Kusuma and Dedi Dwitagama Classroom Action
Research is an action research which is done by the teacher in the classroom.
2
Besides, Arikunto said that Classroom Action Research is an action research which is carried out in the classroom aimed to improve learning practice quality.
3
Furthermore, the writer uses two cycles in this research within each cycle has four phases, they are: planning, acting, observing and reflecting. The previous four
phases are the only procedure in Classroom Action Research which must be done in a line. Kurt Lewin said as it is quoted by Kunandar “Classroom Action Research is a
sequence step contains four phases: planning, acting, observing, and reflecting.”
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Here are some other definitions about Classroom Action Research CAR from some experts:
a. According to Michael J. Wallace, CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward
context-specific issues.
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b. John W. Creswell said that CAR is the practical design which explores a problem with an aim toward developing a solution to a problem, and also
action research designs are systematical procedure done by the teachers or other individual in an educational setting to improve their teaching, and their
students learning.
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c. Research: Showing the activity, knowing the object by using some methodologies to get the useful information in increasing the quality of the
2
Wijaya Kusuma and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta: PT Indeks, 2009, p. 9
3
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, p. 5
4
Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru,
Jakarta:PT Raja Grafindo Persada, 2008, p. 42
5
Michael J. Wallace, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006, p. 5
6
John W. Creswell, Educational Research, Pearson Educational International, 2008, p. 596- 597
interesting things according to the researcher. Action: An activity that is done expressively to get the purpose. The activity is in the form of cycle.
Classroom: is a group of students who receive the same lesson from one teacher in a time.
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From the definitions stated above it can be concluded that Classroom Action Research CAR is held by teacher or researcher to find out the solution for the
students’ problem. It also means that to begin the Classroom Action Research, the researcher or the teacher needs to identify any problems really found in the classroom
concerning students’ condition generally in learning. Besides, Classroom Action Research has a systematic design and procedure which is done in order to improve
the students’ ability in learning the material and also the teacher’s ability in teaching the material.
D. The Writer’s Role on
the Study
Generally the writer acts as the researcher, but in the teaching learning process he acts as the teacher, meanwhile the English teacher acts as the observer. As
it is quoted from Rochiati Wiriaatmadja “if the researcher’s colleague; in this case the English teacher plays a role as the observer, the writer will play a role as the teacher,
and the writer will become the subject of the research who will be observed by the observer”.
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Furthermore, the writer makes lesson plan, prepares the media and also makes the tests which are given to the students before and after conducting the Classroom
Action Research. Then he collects and analyzes the data, finally he reports the results of study. He conducts the activities above collaboratively with the English teacher.
7
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, p. 3
8
Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas, Bandung: PT. Remaja Rosdakarya, 2009, p. 99.
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