30
B. Research Setting
This research was conducted in SMA Santo Mikael Sleman on April 23 – May 30, 2012. The researcher chose XB class to conduct the research.
C. Research Participants
The participants of this research were 13 students of XB in SMA Santo Mikael Sleman in the 20112012 academic year. Most of the XB students in SMA
Santo Mikael Sleman were the students who moved from other schools. Each of them had their own personal problems that they brought to the school.
When the researcher conducted the preliminary study, there were 16 students in XB class. After that, there were three students who moved to other
school because of a particular policy in the school. Therefore, there were 13 students in XB class. There were six girls and seven boys. They were in the tenth
grade in which they were expected to be able to write English texts. However, they faced obstacles in writing English texts since they had difficulties to
construct sentences, even in the basic sentence construction or the simple sentences. They had not constructed a complete thought in a sentence. The errors
commonly occurred in the students’ writings were the sentence fragments in which the students wrote incomplete sentences and ungrammatical sentences. In
other word, they had not understood what a sentence meant.
31
D. Research Instruments
The researcher used some instruments to conduct this study. They were students’ writings, observation sheets, field notes, questionnaires, and interviews.
1. Students’ Writings
This was the main source of the data. In the preliminary study, the students were asked to write news. They could choose the topic given by the researcher.
After that, in the first cycle the researcher implemented the jumbled words in the classroom. Then the students wrote a news about accidents. It was still in news
item text since the researcher followed the topic from the school. In the second cycle, the activities were same as the first cycle. In the end of the second cycle,
the students were asked to write about their experiences in joining school competition. Therefore, the researcher conducted two cycles in this study. Since
the researcher wanted to know the students’ ability not only in a particular genre of text news item, she also implemented jumbled words in another genre of text
recount. However, it would not affect any result of the research because the researcher did not change the essence of the research. The focus was the simple
sentences.
2. Observation Sheets
Here, the researcher used observation sheets. These instruments were used to gather the data about the teaching and learning activity in the preliminary study
and during the implementation. This instrument would be filled by the two outside observers. They would help the researcher to observe the teaching and learning
32 activities when the jumbled words were implemented. The researcher could know
the activities’ comments given by the observers.
3. Field Notes
Field notes were used to know what was going on in the classroom in the preliminary study and during the implementation in detail. Fraenkel and Wallen
2008 states “In educational research, this usually means the detailed notes researchers take in the educational setting classroom or school as they observe
what is going on…” p. 506. In the preliminary study, field notes were used to know the students’ condition in the classroom. Besides that, the researcher asked
an outside observer to help her in observing the class. Field notes were used during the implementation to know what was going on in the class, and the
interaction happened in the class when the jumbled words were implemented in the class. The researcher asked for help to two co-observers to observe the class.
The observers would write down everything that happened in the class, what they heard, saw, experienced and thought during the implementation.
4. Questionnaires
The researcher distributed the questionnaires to the students in XB class. It would be distributed after the implementation. The aim of this instrument was to
know the students’ opinions of the use of jumbled words in the class in written responses. Here, the researcher could know whether the use of jumbled words
helped them to construct simple sentences or not based on the students’ opinions. It also could give other benefits of jumbled words based on the students’ opinions.
33 The questions were in the form of close-ended questions and open-ended
questions. There are advantages of using close-ended questions and open-ended- questions. Fraenkel and Wallen 2008 have described about the advantages of
using close-ended that it is “easy to use, score, and code”, while the advantages of using open-ended are “it allows more freedom of response and it is easier to
construct” p. 396.
5. Interviews
The researcher asked four students of XB class to have interview. The researcher chose the participants randomly. According to Kemmis and Mctaggart
1982, “Interview allows more flexibility than questionnaires and therefore useful for issues which are being explored rather than clearly defined from the outset” p.
41. Therefore, the researcher wanted to know the students’ opinions of using jumbled words in the class. It was aimed to know further about the
implementation of jumbled words whether it could improve and help the students of SMA Santo Mikael Sleman class XB to construct simple sentences based on
the students’ opinions. Besides, the researcher could find other benefits of the implementation of jumbled words.
E. Data Gathering Technique
The students’ writings are used to gain the students’ error percentage from each simple sentence. There were three parts of collecting the students’ writings.
It was from the preliminary study, the first cycle, and the second cycle. Therefore, the researcher could know whether the students’ error percentage of their writing
34 decreased or not. It was aimed to know whether the students improved their
ability to construct simple sentences or not. The other instrument was observation sheets. The observation sheets were
used to know what was going on in the class when the implementation was carried out. It was aimed to know the situation in the class. It also helped the researcher to
know further about the teaching learning process in the class, so that she could fix what did not work well during the class. The researcher asked for help to the two
co-observers to observe the class. They were from the 8
th
semester of the English Language Education Study Program of Sanata Dharma University. The
observation sheet was the same as the lesson plan used by the teacher. However, the outside observers could give comment or note besides the check list.
Therefore, she could know the activities existed or not. The researcher used field notes to obtain the situation in the class during
the implementation of the research. The researcher asked two co-observers to describe the condition in the class. It included the situation of the students, the
condition of the class, the learning activities, and the interaction that happened in the class. Therefore, the researcher could see the improvement of not only the
students’ ability to construct simple sentences but also the students’ respond toward the learning process.
After the implementation, the researcher used questionnaire to gain the students’ opinions toward the use of jumbled words in the class. There were
twelve close-ended questions and six open-ended questions. The questionnaires were to be distributed to the students of XB class. By this instrument, the
35 researcher could know what the students thought about using jumbled words in
the class. The last instrument was interview. The researcher chose four participants
to conduct the interview. The researcher chose the participants randomly. There were no specific purposes of conducting the interview. It was aimed to know
further the students’ opinions toward the use of jumbled words.
F. Data Analysis Technique
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