Figure 2. Conceptual Framework Reading is a crucial need to be mastered in learning English
The problems of reading:
1. Lack of interest or motivation
2. Lack of vocabulary mastery
3.
Less attractive and effective
teaching strategy
VSS:
1. Build the students interest and attention in reading the English
texts 2. Collect and explore the key
vocabularies 3. Build connection between the
key vocabularies and content of text
4. Facilitate the students to comprehend the whole text.
Improvement on the students’ reading comprehension
45
CHAPTER III RESEARCH METHODS
This chapter focused on the methods used in the research. Those could be categorized as research design, research setting, research subjects, research
instruments, data collection techniques, techniques of analysis data, validity and reliability of the data, and procedure of the research.
A. Research Design
The research aimed at improving the seventh grade students’ reading comprehension by using Vocabulary Self-Collection Strategy VSS. Thus,
the type of the research was action research. Action research has a purpose to see the improvement after implementing a certain method in the teaching and
learning process. McKay 2008:30 states that action research involves three features, namely, action, research, and collaborative. The action is conducted
to give an improvement to the educational process. Meanwhile, the research means that it needs the analysis of the data. Moreover, a researcher needs to
work collaboratively in order to examine the teaching and learning process conducted. Therefore, this particular research was conducted by
implementing the VSS in the teaching and learning process in order to get the improvement to the students’ reading comprehension.
The model of action research used was the one proposed by Kemmis and McTaggart as cited in Burns 2010:7-9. There were four phases in each
Cycle Involved in the research. Those were planning, action, observation, and reflection. The processes of the phases could be drawn as follows.
Figure 3. Scheme of Action Research adapted from Kemmis and McTaggart in Burns 2010:9
B. Research Setting
The research was conducted in SMPN 4 Kalasan. It is located in Jongkangan, Tamanmartani, Sleman, Yogyakarta. The school has 12
classrooms. It consists of 4 classes for grade VII, 4 classes for grade VII, and 4 classes for grade IX. Each of the class has the facilities to support the
teaching and learning process. There are also two laboratories, i.e. the science and computer laboratories. Moreover, the variety of extracurricular are
conducted both academic and non-academic, such as English, mathematics, art, computer, dance, drum band, volley ball, and so on.
Cycle 1
Cycle 2
In addition, the research was conducted in two cycles in which each cycle consisted of two meetings. The first cycle was conducted on Monday,
February 9
th
2015 and Tuesday, February 10
th
2015. Meanwhile, the second cycle was conducted on Saturday, February 14
th
2015 and Tuesday, February 17
th
2015.
C. Subject of the Research
The subjects of the research were 32 students at the seventh grade of SMPN 4 Kalasan. They were chosen in purpose to gain the data since they
still have problems in reading comprehension. It was decided after conducting an observation, interviews with the students and the English
teacher to find the problems in the students’ reading comprehension. Based on the problems, the VSS was viewed as an appropriate strategy to be
implemented in the class. The decision was taken based on the agreement between the researcher and the English teacher.
D. Data Collection Technique
The data collected were both in the form of qualitative and quantitative data. The qualitative data were collected based on the situation of teaching
and learning process. Meanwhile, the quantitative data were collected based on the students’ score after giving pre-test and post-test. Hence, in gaining the
data, the data collection techniques were used, such as by conducting interviews, observation, and test.
1. Interview
To gain the richer information, it was needed to do interviews with the students and the teacher. Burns 2010: 75 states that the interview leads the
researcher to have a topic to be interviewed and it can be developed based on the responses so that the richer information will be gained. The point is that
the interview is flexible depending on the interviewee responds. The interview are required the interviewer to go in depth in gaining the
information. In the practice, the researcher did the interviews to the English teacher
and the students to find out the problems related to the reading class. The interviews were also done at the end of every meeting with the English
teacher, the students, and the collaborator to know about the teaching and learning process that had been conducted. Their opinions could be a reflection
for the researcher to conduct the better actions in the next meetings.
2. Observation
The observation led the researcher to find the problems directly by involving herself to the class. As mentioned by Denscombe 2007:206, two
kinds of observation research are the systematic observation and participant observation. The systematic observation is commonly used for the classrooms
and related to the production of quantitative data and the use of statistical analysis. Meanwhile, the participant observation is used to investigate the
situations and the process of what is being investigated and related to the production of qualitative data. Therefore, the participant observation was used
in this research to collect the qualitative data.
In the practice, the observation was done before implementing the actions and while conducting the teaching and learning process. Before implementing
the actions, the observation was conducted at the VII C class to find out the problems in particular related to the students’ reading comprehension. In
addition, the researcher and the collaborator observed the teaching and learning process by making notes and filling the observation checklist. The
results of observation helped the researcher in knowing the students’ improvement. It also helped her to decide the suitable actions to be
implemented in the next meetings.
3. Test
According to Brown 2001:384, the purpose of the test is to measure a person’s knowledge in a certain field. The background knowledge of the
person will influence the result of the test. Therefore, the pre-test and post- test were conducted to compare the students’ achievement in reading
comprehension. The comparison was taken before and after the implementation of the actions to find out the effects of using the strategy to
the students’ reading comprehension. In this case, the students’ improvement after implementing the action indicated that the strategy had given a good
impact to the reading comprehension. In the practice, the prototype tests were done before conducting pre-test
and post-test. Those were done in VII D class in which the students had to answer 50 questions of multiple choice in 60 minutes. The results of the tests
were analyzed before conducting pre-test and post-test. The tests were done
