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CHAPTER III RESEARCH METHODOLOGY
This chapter deals with the subject of study, place and time of the study, research instrument, technique of data collection, the writer’s role in the study,
techniques of data analysis, the Classroom Action Research CAR procedures, research design, and the criteria of the action success.
A. Research Setting
1. Setting of Place
The writer did the research at MTs Annida Al Islamy. The school is located on Jl. Raya Duri Kosambi, Jakarta Barat.
2. Setting of Time
This research was carried out for two cycles in four meetings. Both the first cycle and the second cycle have two meetings in each. Time allocation for
every meeting is about 2 x 40 minutes. The research started on April 18
th
up June 2
nd
2016.
3. Participant
The subject of this study was the students of the first grade at MTs Annida Al Islamy. The writer took VII. 2 as her subject of the study, it consists of 31
students.
B. Research Method
The Classroom Action Research used as the method of this study also known as teacher research which is conducted directly in the classroom to repair
and to improve quality of teaching and learning. Here are the definitions of classroom action research CAR:
According to David Hopkins, “action research is an act undertaken by teachers, to enhance their own or a colleague’s teaching, to test the assumptions of
educational theory in practice, or as a means of evaluating and implementing whole school priorities.”
1
In line with Hopkins, John W. Creswell cites from Mills that “action
research are systematic procedures done by teacher or other individuals in an educational setting to gather information about, and subsequently improve, the
ways their particular educational setting operates, their teaching and their student lear
ning.”
2
Meanwhile, David Kember defines “action research is portrayed as a cyclical or spiral process involving steps of planning, acting, observing, and
reflecting.”
3
From brief description above, it can be concluded that action research is a research that is done by the teacher or individual which have an educational
background contains with cyclical procedures which emphasizes practice and improves the quality in teaching and learning
Classroom action research offers a positive effect for student and teacher. The effect gives improvement in the quality of teaching and learning itself to
make student learning outcomes better. David Kember states “action researchers set out with the avowed intenti
on of improving their practice.”
4
In line with that, the goal of action research according to John Creswell is
“to improve the practice of education by studying issues or problem they face.
”
5
Moreover, The function of classroom action research itself is
“as a tool to repair the quality and efficiency in learning process at the classroom
.”
6
Based on the explanation above, the main goal of action research are to improve the quality of teaching and learning and to
solve the specific educational problem by focusing in the practice and raising the students’ learning outcomes.
1
David Hopkins, A Teacher’s Guide to Classroom Research, New York: Bell and Bain
Ltd., 2008, p. 1.
2
John W. Creswell, Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Boston: Pearson, 2012, p. 577.
3
David Kember, Action Learning and Action Research, New York: Routledge,2010, p. 25.
4
Ibid.
5
John W. Creswell. loc. cit.
6
Zainal Arifin, Penelitian Pendidikan, Bandung: PT Remaja Rosdakarya, 2011, p, 101.
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