25 Mettetal 2001, p. 9 says that “the research design of a CAR study may
take many forms, ranging from a pretest-posttest design to a comparison of similar
classes to a descriptive case study of a single class or student”. Based on Mettetal’s statement, the researcher ranged a pre-test and post-test design and to
complete the pre-test and post-test, the researcher used flashcards and podcasts as the students’ treatment. Kemmis and McTaggart 2000 as cited in Huang 2007,
p. 15 say that Classroom Action Research consists of four essential stages. They are planning, action, observation, and reflection. In this case, the Classroom
Action Research was both a quantitative and qualitative research, since its purpose was to find out
the information about students and teachers’ opinion towards teaching methodology in English class. The information was concluded from the
number of the answers from the close-ended questionnaires. Besides that, the information was also concluded from progress reports, test score and activity.
B. Research Setting
The research was conducted in SMP PGRI 10 Wedi, Klaten, in the odd semester of the academic year of 20152016, from August 5
th
, 2015 to September 11
th
, 2015. The researcher did this research on VIII B class of SMP PGRI 10 Wedi, Klaten. VIII B class of SMP PGRI 10 Wedi, Klaten is located near the
teachers’ office in which the class is near the street which made the students could not focus in the classroom.
26
C. Research Participants
The participants of the research were the students and the English teacher of SMP PGRI 10 Wedi, Klaten. They were all members of SMP PGRI 10 Wedi,
Klaten. There was only one English teacher in SMP PGRI 10 Wedi, Klaten. The
teacher took her first diploma from PGSMTP and third diploma from UT UNS. The teacher has been teaching English for 35 years. The teacher started in 1981 as
honorary teacher and in 1986 the teacher got her SKPNS Surat Keputusan Pegawai Negeri Sipil to be civil servant.
There were 15 students in VIII B class of SMP PGRI 10 Wedi, Klaten in the 20152016 the academic year. The students consisted of 8 male students and 7
female students. Their socio-economic backgrounds were middle to low. Their parents’ jobs mostly were farmers, building laborers, and housekeepers.
In addition, their English proficiency was not really good because in the classroom, they did not pay attention to teacher’s explanation and some of them
slept in the classroom. After school, some of the students 50 were asked to help their parents in the field or to do daily activities such as washing dishes and
washing clothes which made the students not have much time to study. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
D. Research Instruments
In order to gather the data for this research, the researcher used five instruments. The instruments are as follows:
1. Pre-test and Post-test
According to Mettetal 2001 as cited in Schmidt 2002, p. -, three major research design could be used for Classroom Action Research projects: pre-test-
post-test design, comparisons of similar classes, and case studies. The first thing that the researcher did was did the pre-test and post-test.
The researcher asked the teacher to teach pronunciation in conventional method in which the teacher read some animals
’ names and then the students repeated what the teacher said. After doing the pre-test, the researcher used podcasts in the
classroom as their treatment to deliver the materials of pronunciation. After all two steps above, the researcher did the post-test to see whether the students made
progress or not. 2.
Flashcards The use of flashcards in this research was did the pre-test in beginning and
post-test in the end of Classroom Action Research. The researcher provided colored pictures of animals
’ names to make the students easier to memorize the animals’ characteristics and make the learning process more fun. The researcher
also provided phonetic transcriptions of animals’ names in order to help the
students to pronounce correctly by paying attention to the stress. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28 3.
Podcasts The researcher used podcasts
as the students’ treatment in order to help the students to learn pronunciation in an interactive way. The researcher chose videos
as one of the types of podcasts. The researcher used videos in order to make the students enjoyed the learning process. The researcher played the podcasts in the
LCD then students watched the podcasts and they had to really pay attention to podcasts. It was because after watching the podcasts, the researcher asked the
students to repeat what they had heard based on the podcasts. 4.
Questionnaire The researcher distributed questionnaire to the students to gather the data
about the usefulness of using podcasts in learning pronunciation. There were two parts in the questionnaire. In the part one, the researcher provided five close-
ended questions in order to know the students’ general opinions. Then, in the
second part, the researcher provided five open-ended questions in order to give the students an opportunity to elaborate their opinions. The complete questions
represented in Appendix 9. 5.
Pronunciation rubric Pronunciation rubric became the main source of data in this research. The
researcher made the pronunciation rubric by the researcher self and it based on the blueprint. The blueprint could be seen in Appendix 5. The researcher used
pronunciation rubric to score the students’ pronunciation. The pronunciation rubric used in this research is presented in following page:
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Table 3.1 Rubric for Pronunciation Ability
4 3
2 1
Score Stress
Giving the right stress
of 12 animals
’ names
Giving the right stress
of 6-10 animals
’ names
Giving the right stress
of 3-5 animals
’ names
Giving the right stress
only 1-2 of animals
’ names
Accuracy
Pronouncing 12 animals
’ names
without making
mistakes Pronouncing
6-10 animals’
names without
making mistakes
Pronouncing 3-
5 animals’ names
without making
mistakes Pronouncing
1- 2 animals’
names without
making mistakes
Total
E. Data Gathering Techniques
