1. Time triangulation
Time triangulation means that the data are collected at different points in time. In this study, the data were collected from the month of February until
April. During that period of time, the research was done in two cycles, in which each cycle consists of two meetings. In total, there were four meetings
needed to conduct this research.
2. Researcher triangulation
In this triangulation, the data were collected by more than one researcher. The researcher investigated the research not only by herself, but
also by the English teacher and the researcher’s colleague. This is done to avoid bias or subjectivity.
Sugiyono 2013: 173 stated that an instrument can be said as reliable if the instrument had the same data when it was used more than once to the same
subject. The realibility of this research is tested using the Cronbach Alpha test in the SPSS 16 computer program. The instrument can be said as reliable or not after
the r
cronbach
is compared with the r
standart
. If the r
cronbach
is less than 0,600, the instrument is less good but still acceptable. If it was more or the same as 0,700,
the instrument is good and acceptable. An instrument is good if the r
cronbach
is more or
the same as 0,800. After analyzing the data using SPSS 16, the set 1 instrument
’s r
cronbach
was 0,914. Compared with the r
standart
which is 0,600, it meant that the set 1 instrument used in this research could be said as good. The r
cronbach
of the second instrument was 0.868. It also meant that the set 2 instrument was good.
Table 5: The Reliability Test Result of The Pre-Test 1
Set 1 Topic: Occupation
Cronbach’s Alpha 0.914
Table 6: The Reliability Test Result of The Pre-Test 2
Set 2 Topic: Public places
Cronbach’s Alpha 0.868
E. Research Procedure
This research followed the action research steps designed by Kemmis and McTaggart in Burns 2010:8. The steps of the research can be seen on the
following chart:
Figure I: The steps of action research
Prior to implementing the cycles of action research, the researcher did reconnaissance to determine the focus of the study. The researcher carried out
some observations on the teaching and learning process, interviews with the teacher and students, and some discussions with the teacher. Based on the
observations, interviews, and discussions, the problems occurred in the class were identified. Furthermore, these processes led the researcher to select the focus of
the research, which were some problems related to the vocabulary learning process. The problems were selected by considering the urgency and the
feasibility. Therefore, the researcher examined the use of wall chart as a media which was believed to be an alternative to improve students’ vocabulary mastery.
1. Planning
In this stage, after identifying the problems, the researcher started to develop some plans of actions to bring improvements on the identified
problems. The planning began from the discussion with the collaborator regarding the existing problems during the reconnaissance. The researcher and
the collaborator worked to prepare the instruments, the materials, and the technique to be used in the actions. In this case, the researcher used Wall
Chart to improve the vocabulary mastery of grade IV students at SDN Gambiranom.
2. Action
The next stage is action. In this stage, the researcher put the plans into action. After the plans were decided, the actions were implemented in the
field. The actions were done in two cycles in which each cycle took two-times classroom meetings.
3. Observation
In this stage, the implemented action was being observed. During the implementation of the actions, the researcher and the collaborator observed
and monitored the students’ behavior towards the teaching and learning activity. Not only that, the researcher and the collaborator took notes about
everything which happened in the classroom during the actions.
4. Reflection
At this stage, the researcher reflected, evaluated and described the effects of the action. The researcher and the collaborator discussed the action
implemented to draw a conclusion. If the actions were successful to improve the students’ vocabulary mastery, the researcher would continue to the next
cycle with a different topic. However, if it was proven to be unsuccessful, the actions would be modified to be more suitable.
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