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CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the research method that is used in this study. It covers the research setting, the subject of the research, the methods of the
research, the model of action research, the procedures of action research, the technique of collecting the data, and the technique of analyzing the data. Each of
them is discussed in the following section.
A. The Context of the Research
This research is conducted at SD Negeri I Baturetno, Wonogiri. Its address is Duwet Kidul, Baturetno, Wonogiri. SD Negeri I Baturetno is one of the most
favorite state elementary school in Baturetno sub district. There are six classes at the school which consist of 264 students. The writer conducts the research start
from May to June 2010 that represents the second semester of academic year 20092010.
However, the subject of the study is the fifth grade students of SD Negeri I Baturetno. There are 46 students in the class which consist of 23 boys and 23
girls. Even though most of them are coming from the middle-low economy level, they belong to the students having a great motivation in learning English.
Sometimes, they do not pay attention to the teacher and even feel sleepy in English class because they felt that the teaching and learning process which is
boring and going monotonous. Considering with the fact above, the writer thought that by applying
YouTube video in English class, it will change the situation being more alive and interesting. Besides, the students get an entertainment while they are learning new
English vocabulary. They will learn English in a difference way and technique that they never got before.
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B. The Methods of the Research
In conducting the study, the writer uses an action research method. There are some definitions given by some experts. The first definition of the action
research is given by Elliot 1991: 6 that action research might be defined as the study of a social situation with a view to improving the quality of action within it.
It aims to feed practical judgment in concrete situations and the validity of the “theories” or hypothesis it generates depends not so much on “scientific” test of
truth, as on their usefulness in helping people to act more intelligently and skillfully. Meanwhile, Rapoport in Rudduck and Hopkins 1989: 58 states that
action research is a type of applied social research differing from other varieties in the immediacy of the researcher’s involvement in the action process.
As taken from Wikipedia, action research is a reflective process of progressive problem solving led by individuals working with others in teams or as
part of a community of practice to improve the way they address issues and solve problems. Action research can also be undertaken by larger organizations or
institution, assisted, or guided by professional researchers with the aim of improving their strategies, practices, and knowledge of the environments within
which they practice. From the definitions above, it can be summarized that action research is
the systematic study conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching and learning environment to
overcome education problems or to change things related to educational problem. In other words, it is used to improve and to justify their own social or educational
practices, their understanding of these practices and the situations in which the practices are carried out with the validity of theories and hypothesis. Further, there
are four elements that characterized the nature of action research, they are collaboration, focus on practical problems, professional development, and the
need of project structure. In this study, the writer prefers conducting a classroom action research to
other educational research because of the following reasons:
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1. Classroom action research is continuous process that produces open-ended result, so that this research enables the researcher to become continuous
learners to change and improve their quality in teaching. 2. The researchers are committed to take action and positive educational change
based on their findings rather than being satisfied with reporting their conclusions to others.
3. Classroom action research is research for change and improvement. It is expected that this research not only change and improve students’ vocabulary
but also to change and improve teacher’s technique variation in teaching vocabulary.
4. The use of the teaching vocabulary technique in this research can be monitored, so that the use of the technique will not deviate or out from the
instructional process.
C. The Model of Action Research