CHAPTER III RESEARCH METHODOLOGY
A. Purpose of the Research
The writer chose action research because it is “a flexible approach to
research and professional development, its applications to the field of language teaching are potentially numerous. As the research focus is on the
classroom and on immediate practical concern in teaching, action research also holds promise as a site for building theories about language teaching
which teachers are potentially of value and interest to others ”.
1
Therefore the writer implemented classroom action research at the seventh grade students of SMP Islam Ruhama. The purpose of this research is
i mproving students’ ability of imperative sentences through total physical
response.
B. Place and Time
This action research is in SMP Islam Ruhama, the location is at Jl. Tarumanegara No. 67 Cireundeu Ciputat. This research was started from
January 2011 to February 2011.
1
Anne Burns and Dewi Rochsantiningsih, Conducting Action Research in Indonesia: Illustration and Implication.” Indonesian Journal of English Teaching. Volume 2, Number 1, May
2000, p. 23.
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C. Cycle and Design of the Research
The classroom action research procedure used in this research is Kemmis and McTaggart design. According to Kemmis
and Taggart “action research occurs through a dynamic and complementary process, which
consists of four essential „moment’: of planning, acting, observing and reflecting
”.
2
Kemmis and McTaggart’s concept of action research is set out in
Figure 3.1.
a. Planning
In this step, the writer observes the problem in teaching learning process, planning the subject is used in the teaching learning process, deciding the
topic, developing scenario learning Lesson plan and developing evaluation form.
b. Acting
Second step is acting. The planning has to be done well and the new method is applied in teaching and learning process. The material of
imperative sentence is given. In addition the media and instrument are used for collecting data.
c. Observing
The third step is observing. In this step the writer takes a note for every event that occurred in the classroom in order to get accurate data to repair
next cycle. It held when the classroom action research is in progress. In this step, it is also collect the data derived from evaluation test or post test.
d. Reflecting
The last step is reflecting. Researcher and teacher discuss collaborativelly further some problems occurred in the class. Thus, the reflection is able to
be determined after implementing the action and observation outcomes. Based on Kemmis and McTaggart reflection is the effects of the action are
2
Anne Burns, Collaborative Action Research for English Language Teachers, Cambridge: Cambridge University, 1999, p. 32.
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