There are some different models of action research. This research used the Kemmis and McTaggart model. The collaborator and I were carried out the action
research and worked together in collecting input about the problems and weaknesses of the English teaching and learning pro
cess related to the students‟ vocabulary skills. Next, we identified the research problems. After getting all the
problems, we planned and carried out the actions. During the implementation of the actions, we observed the teaching and learning process. Then, we evaluated
and reflected on the actions implemented in the study. Finally, according to the result of reflection, we planned some other actions to improve the English
teaching and learning process. The number of cycles applied was based on the student
s‟ improvement. There would be more cycles if the students did not show any improvement in their vocabulary skills.
B. Subject of The Research
The subjects of the research were the students of X IIS 3 class of SMA N 4 Purworejo. The number of students consists of twenty eight students. It is chosen
based on discussion with the teacher that the class have the lowest achievement of English test especially in vocabulary among the other tenth grade classes. That is
why they need appropriate strategy to help them in improving vocabulary
mastery. C.
Research Setting
This research was carried out during the months October until November, 2014 and conducted in X IIS 3 class of SMA N 4 Purworejo, in the academic year
of 20142015.
In the classroom there are two white boards, board markers, and erasers. There are 14 tables and 28 chairs. Unfortunately, there is no LCD projector in the
classroom for teaching.
D. Time of The Research
The study was conducted in the first semester of the academic year of 2014 2015. Then, the action was conducted from October 20
th
to November 29
th
2014. I carried out the actions based on the school schedule, especially the English schedule of X IIS 3 class of SMA N 4 Purworejo. The schedule is every
Saturday at 10.35-11.50.
E. Data Collecting Technique
The data were collected in every step. They were quantitative and qualitative. The quantitative data used were the students‟ vocabulary scores and
questionnaire . The students‟ vocabulary scores were used to give a clear
description on the students‟ vocabulary skills improvement. I worked
collaboratively with the English teacher to assess the students‟ vocabulary skills. In the reconnaissance step, the data were taken from the observations,
interviews, and questionnaires. The interviews were done with the students and the English teacher. The interview transcripts, field note and results of the
questionnaires were used to support the finding of the field problems. Besides, they were also used in action step. The field notes were made based on the
descriptions in the observation guidelines completed by the collaborators when I was implementing the actions. In the reflection steps, the data of interviews in the
form of interview transcripts were collected and analyzed with the other data in the previous steps. Here, the interview transcripts were used to give clear
description about the students‟ responses, the students‟ behaviors, and the collaborator‟s responses about the class activities during the actions.
To support the research finding s and interpretations, the students‟
vocabulary scores were used to complement the qualitative data. It was important to know whether there was an improvement or not during the teaching and
learning process. Finally, from the findings and interpretations, the conclusions and suggestions of the research were made.
F. Instruments of The Research
The instruments consisted of several documents. According to Burns 1999: 17, documents in action research are relevant to the research questions
which can include student written works, student records and profiles, course overviews, lesson plans, and classroom materials. The documents used in this
research were course overviews, lesson plans, and classroom materials. In order to gain the valid data on the students‟ vocabulary mastery, some
instruments were used. They were questionnaire sheet, observation guideline, field note, an in-depth interview guideline and vocabulary test including pretest
and posttest. To collect all the data, a camera and a recorder were utilized to record the interview and teaching and learning process in the class.
G. Data Analysis Technique
The qualitative data were analyzed in four steps. Based on the explanation of Miles and Huberman 1994, qualitative data analysis can be done through
some steps. They are data collection, data reduction, data display, and conclusions drawing and verifying. The first step was by collecting all the data such as the
interview transcripts and field notes. The second step was data reduction. In this step, I selected limited, simplified, and transformed the data by summarizing or
paraphrasing the interview transcripts and field notes. The next step was data display. The data which had been reduced were then organized and compressed.
The data display of this research was in the form of text, field notes, and interview transcripts. Then, the last step was making conclusion drawing and verification.
The conclusion was gained based on the results of the stude
nts‟ vocabulary score,
field notes, and interview transcript. In making conclusion, the collaborator and I worked collaboratively to obtain the valid findings.
On the other hand, in analyzing the quantitative data, pretest and posttest were used
to compare the students‟ vocabulary score before and after the treatments. Pretest was given before the researcher gave the treatment. After the
researcher got the pretest result, he gave the implementations to the students to improve their vocabulary skills. After that, he gave the posttest to see how the
students improved.
H. Validity and Reliability of the Research
According to Anderson in Burns 1999:161-162 there are five validity criteria that should be fulfilled to get the valid data in action research. They are
democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.
