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CHAPTER III RESEARCH METHODOLOGY
This chapter describes the research method, research participants and setting, research instruments, technique of data gathering and data analysis, and research
procedure.
A. Research Method
This research was conducted to find out how word games help improve vocabulary mastery of XI TGBA students in SMK N 2 Depok. In order to answer the
research question, a class action research CAR was conducted. According to Lewin 1946, a theory of action research can be developed “as a spiral of steps involving
planning, fact-finding or reconnaisance and execution” as cited in McNiff Whitehead, 2002, p. 41. Those steps are generally understood as “an action-
reflection cycle of planning, acting, observing and reflecting.” p. 41 If the cycle continues, it shows that there is a change in thinking and a change in action.
Lewin’s idea is further developed by Stephen Kemmis 1986, as cited in McNiff Whitehead, 2002, p. 44. His work shows a “self-reflective spiral of
planning, acting, observing, reflecting and re-planning.” This spiral of steps promotes understanding of how to take action in order to improve an educational situation.
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Generally, every cycle in this research consists of the steps of planning, acting, observing, and reflecting. The planning stage involves the identification of the
students’ problem and the selection of the solution to the problem. Word games were chosen as the solution because they have several advantages appropriate for the
students’ needs. They include the demand of a vocabulary building which encourages the students’ active participation in a classroom with carefree atmosphere.
The acting and observing stages were carried out simultaneously. They included the implementation of the solution and data gathering. The researcher took
an action to overcome the problem and recorded everything in the observation checklist and field notes.
The last stage was the reflecting stage. In this stage, the researcher reflected on how the implementation had been carried out. This step was important because it
helped the researcher to decide whether or not the chosen solution could really help the students improve their vocabulary mastery.
B. Research Setting
This research was conducted on May 7
th
, 12
th
, and 14
th
, 2012, in XI Teknik Gambar Bangunan A TGBA class in SMK N 2 Depok, Sleman, Yogyakarta in the
20112012 academic year. This research was conducted in three meetings. Each meeting lasted for about sixty minutes.
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C. Research Participants
The participants of the research were XI Teknik Gambar Bangunan A TGBA students in SMK N 2 Depok in the 20112012 academic year. There were 31 students
in total. All of them participated in the research.
D. Instruments and Data Gathering Technique
To conduct the research, a number of instruments to gather data are used. The instruments are divided into two types. They are the research instruments used before
the implementation and the research instruments used during the implementation.
1. The Research Instruments Used before the Implementation
The instruments used before the implementation are field notes, informal interview, and students’ test results.
a. Field Notes Field notes are “the methods of reporting observations of and reflections
about classroom problems and the teachers’ own reaction to them” Kemmis McTaggart, 1982, p. 197. Before the implementation, field notes helped the
researcher to find out the problem that the students had prior to the research. b. Informal Interview
Informal interview was aimed to give the researcher a clear illustration of the students’ real problem by having a face-to-face interaction. The informal interview
was conducted on April 28
th
, 2012. The researcher addressed the questions to all of
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the students in XI TGBA class. Although not all of the students were present when the researcher informally interviewed the students, the results of the interview
showed that the students found difficulties in learning English because of their lack of vocabularies.
2. The Research Instruments Used during the Implementation
The instruments used during the implementation are observation checklist, field notes, and students’ personal vocabulary notes.
a. Observation Checklist Observation had a significant role in giving the researcher an illustration of
the real situation of the class being observed. This also helped the researcher to understand the characteristics of the students in the class as well as to choose the
most appropriate solution to the problem that the students had. The checklist was completed by an observer who was not involved directly in the research. The
observer merely observed the whole activities done in the class and pointed out things which were important for the research.
b. Field Notes During the implementation, field notes were used to record the events
happening in the classroom. The researcher then could examine what had gone well and what things needed to be improved. The field notes were written by the observers
who were present when the implementation of word games was conducted.
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c. Questionnaire The questionnaire distributed to the students consisted of two parts. The first
part contained ten closed-ended questions, while the second part contained three open questions. The questionnaire aimed to understand how the students responded to the
purposes of the games implemented and how they would evaluate the games. The questionnaire would also help the researcher to find out how the students perceived
the implementation of the games as well as whether or not they felt that they benefited from the carried out research.
d. Semi-structured Interview The participants of the semi-structured interview were chosen randomly. The
questions aimed to find out the students’ perception on how they had progressed throughout the research. The interview also aimed to clarify the students’ answers in
the questionnaire given to them. e. Students’ Personal Vocabulary List
This list aimed to record every single word that the students encountered in every meeting. The students were asked to take note of the words of which the
meanings and parts of speech they did not know before the game began. Then, they were asked to write down the meanings along with the parts of speech after the game
was done. This list should function as a reliable source which would point out the students’ improvement. It would help the researcher to monitor the improvement that
the students have made.