CHAPTER III METHODOLOGY
This chapter elaborates the methodology used in this research. It presents research method, research participants, research setting, research instruments, data
gathering technique, data analysis technique, and research procedure of this research.
A. Research Method
This research was classroom action research with aim to increase the students’ participation in the English teaching learning process in the seventh
grade of SMP BOPKRI 2 Yogyakarta. This kind of research was a qualitative research which focused on understanding social phenomena from the perspective
of the human participants in the study. What follows are the definition, aims, characteristics, and procedure of
classroom action research.
1. Definition of Classroom Action Research
Stephen Kemmis, as cited by Hopkins 1993: 44 states that action research is “a form of self-reflective inquiry undertaken by participants in a
socialincluding educational situation in order to improve the rationality and justice of a their own social or educational practices, b their understanding of
these practices, and c the situations in which practices are carried out”.
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From the definition stated by Kemmis, classroom action research can be defined as a reflective study done by teachers which cures problems emerged in
the classroom to improve the teaching and learning process in the class.
2. Aims
Based on the definition in the previous paragraphs, it can be stated that the aim of classroom action research is to improve. McNiff 2002 as quoted by
PGSM emphasizes the basic of the conducting of classroom action research is to improve. In this case, the improvement is on the quality of teaching and learning
process. Through this classroom action research, it is expected that the students’ participation in the English teaching and learning process in SMP BOPKRI 2
Yogyakarta can be increased.
3. Characteristics
According to Burns 1999:30, there are four characteristics of classroom action research. First, classroom action research examines problems occurred in
specific situation because it is conducted in a small scale, in this case problems faced by the teacher in class. Second, it provides changes and improvement since
there are evaluation and reflection within its process. Third, it builds collaborative cooperation between colleagues, practitioners, and researchers. Fourth, it brings a
force for changes.
4. Procedure
The aim of classroom action research, which is to improve the quality of teaching and learning process, can be achieved by doing some alternative actions
in solving the teaching and learning problem. It follows the research procedure of classroom action research. The research procedure is the descriptions of the
activities involved in the action-research cycle. Kemmis and McTaggart 1982 as cited by Burns 1999 provide the spiral of cycle in the action research, namely
planning, action, observation, and reflection. According to Kemmis and McTaggart, in doing action research, the
researcher has to develop a plan of action, act to implement the plan, observe the effects of the action, and reflect on these effects as a basis for further planning.
B. Research Participants
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