The Procedure of Action Research

D. The Procedure of Action Research

To conduct the research, the researcher has elaborated the procedures of implementing the research in some cycles. It does not limit the amount of cycles will be applied by the researcher. When the researcher applied the Quartet game in cycle I, the students unsuccessful. So, the researcher decided to continued in cycle II. Because, in cycle II, all the students passed on MCC so the researcher did not continue in the next cycle.

Action is the implementation how the researcher to do the research. Then, the observation contains about the object which observed by the researcher. The last, reflection is done to improve the teaching –learning process.

This is a logical process that embeds the principle of linking action and research through phases of:

1. Planning In planning step, the researcher prepared all the needs in conducting the research, such as; syllabus, lesson plan, teaching material, table of specification, validity sheet, evaluation sheet, observation sheet for the researcher and students, field notes, test, attendance list, and key of answer.

2. Action In action step, the researcher applied Quartet Game in the teaching-learning process in the classroom. This phase or activity was done based on the lesson plan that has been arranged by the researcher.

3. Observation In observation step, the English teacher- collaborator observed the students’ activity and the researcher’s activity in the classroom during the teaching- learning process.

4. Reflection In this step, the researcher together with the English teacher-collaborator noted,

analyzed, and evaluated the result of observation and looked for the way out to improve the students’ weakness in studying vocabulary.

To be clearly the procedures of implementing the action through application Quartet Game, the researcher elaborates it in Figure 2, as follows:

Preliminary Study

The students’ score is under the Minimum Competence Criterion that has been specified (75 point)

Cycle I

Planning

Action

Preparing the teaching equipments, such

as; syllabus, lesson plan, material, table Teaching material to the of specification, observation sheet,

students through Quartet Game

evaluation sheet, validity sheet, field and evaluating the students.

notes, and attendance list.

Reflection

Observation

Observing all the happen during Noting, analyzing, evaluating and

concluding the result. After that, conducting the research in the the weakness is improved.

classroom by teacher-collaborator.

Improving and revising lesson plan, material, Research Report

and the weaknesses and going to the next cycle.

Cycle II

Planning

Action

Preparing the teaching equipments, such as; syllabus, lesson plan, material, table

Teaching material to the

students through Quartet Game evaluation sheet, validity sheet, field

of specification, observation sheet,

and evaluating the students.

notes, and attendance list.

Reflection

Observation

Noting, analyzing, evaluating and

Observing all the happen during

concluding the result. After that,

conducting the research in the

the weakness is improved.

classroom by teacher-collaborator.

Successful

Conclusion

Research Report

Figure 2: The Research Procedure of Improving the Students’ Ability in Mastering

Vocabulary by Using Quartet Game

The procedure of implementing the action of the researcher, the students, and the English teacher collaborator for each cycle is described as follows.

Cycle I First Meeting

In the first meeting, the researcher conducted some activities, namely:

a. Planning In planning phase, the researcher did some activities, namely:

1) The researcher arranged a lesson plan.

2) The researcher prepared the teaching material. The material is taught in the classroom is descriptive text.

3) The researcher prepared table of specification.

4) The researcher prepared validity sheet.

5) The researcher prepared the observation sheet.

6) The researcher prepared evaluation sheet.

7) The researcher prepared field notes of the researcher’s and the students’ activities.

8) The researcher prepared tests.

9) The researcher prepared the students’ attendance list.

b. Action In action phase, the researcher did some activities, namely: 1) The researcher entered the class and greets the students. 2) The researcher introduced the identity. 3) The researcher conveyed the purpose to enter the classroom.

4) The researcher checked the students’ attendance list by calling the students’ name one by one. 5) The researcher distributed the material to the students. 6) The researcher introduced the topic of the material to the students. 7) The researcher wrote the topic of the material on the blackboard. 8) The researcher asked the students prior knowledge about the material. 9) The students gave their opinion based on the researcher’s question.

10) The researcher implemented Quartet Game to understand the meaning of the words in the text and the content of the text at once. a) The researcher prepared 32 cards related a word, how to pronounce, how to make in an sentence, and what the definition the word. b) The researcher in the beginning showed some cards to students what the word, how to pronounce, how to make in sentence and what the definition. c) The researcher divided the students’ into four groups, each group has four members family. Each group should sat around a table. d) The researcher made illustration how to play the game and giving instruction. e) The researcher gave one of the group complete decks of 32 cards. Which the cards

had four completely needed. f) The researcher commanded the dealer or someone from a group that had cards to mixes the cards, and deals out five to each player and puts the four cards that contained words.

g) The researcher commanded the dealer ask a question to another player. Example, Veronica, have you got the pronunciation of the verb consult? Zella, have you got an example sentence for the noun increase? Atri, have you got a definition of the verb afford?

h) If the student had the card, the student had to give it to the leader who asked for it, and that leader goes on asking. If not, the leader who asked took one card from the top of the pile in the centre of the table (as long as there are still some cards there).

i) If the leader asked other student for a card, and the student did not have it, then the student turned to ask next (to be a leader). j) When one of the students who got a quartet or had card completely (the word, the pronunciation, the sentence and the definition), the student spread the four cards out on the table so everyone could check that they were really belong together. And the researcher checked to make sure.

k) The researcher commanded the entire player who defeated to enter in group of the winner students. And the winner played with other members/families of each group to fight and recruit all members.

l) Who had collected the most families at the end of the game was winner. 11) The researcher improved the students’ errors during do the procedure. 12) The researcher gave a chance to the students to ask the question based on the

material. 13) The researcher answered the students’ question. 14) The researcher concluded the material and motivated the students to learn more

gabout the material. 15) The researcher ended the class and greeted the students.

c. Observation

In action phase, the teacher-collaborator helped the researcher to observe the teaching-learning activity and conducted some activities, namely: 1) The teacher-collaborator observed the researcher’ and the students’ activity during the teaching-learning process. 2) The teacher-collaborator observed the strength and the weakness during implementing the action.

d. Reflection In reflection phase, the researcher did some activities, namely: 1) The researcher noted the observation’s result.

2) The researcher analyzed the observation’s result. 3) The researcher evaluated the observation’s result. 4) The researcher looked for improvement of the weakness.

Second Meeting

In the first meeting, the researcher conducted some activities, namely:

a. Planning In planning phase, the researcher did some activities, namely:

1) The researcher arranged a lesson plan.

2) The researcher prepared the teaching material. The material was taught in the classroom was descriptive text.

3) The researcher prepared the observation sheet of the students’ and researcher’s activities.

4) The researcher prepared field notes of the researcher’s and the students’ activities. 5) The researcher prepared the evaluation sheet. 6) The researcher prepared table of specification.

7) The researcher prepared tests. 8) The researcher prepared validity sheet. 9) The researcher prepares key of answers. 10) The researcher prepared the students’ attendance list.

b. Action In action phase, the researcher did some activities, namely: 1) The researcher entered the class and greeted the students.

2) The researcher introduced the identity. 3) The researcher reminded and reviewed the last material. 4) The researcher continued the last material by drilling the students that did not finish in the previous meeting in mastering vocabulary through Quartet Game

a) The researcher in the beginning showed some cards to students what the word, how to pronounce, how to make in sentence and what the definition. b) The researcher presented the entire card and read the words aloud. Then, asked the students to repeat it aloud. c) The researcher mixed the cards and commanded the students to found the four cards that contained words. d) The researcher repeated until all unknowns became known.

5) The researcher improved the students’ errors during doing the procedure. 6) The researcher conducted the test to the students 7) The researcher distributed evaluation sheet to the students. 8) The researcher explained to the students how to do the test. 9) The researcher gave a chance to the students to answer all the questions. 10) The researcher collected the students’ evaluation sheet.

11) The researcher concluded the material and motivated the students to learn more the material. 12) The researcher ended the class and greeted the students.

c. Observation In action phase, the teacher-collaborator helped the researcher to observe the teaching-learning activity and conducted some activities, namely: 1) The teacher-collaborator observed the researcher’ and the students’ activity during the teaching-learning process. 2) The teacher-collaborator observed the strength and the weakness during implementing the action.

d. Reflection In reflection phase, the researcher did some activities, namely: a) The researcher and English teacher-collaborator noted the result of observation sheet for students’ and researcher’s activities.

b) The researcher and English teacher-collaborator analyzed and evaluated the result evaluation sheet of students’ and researcher’s activities to find out the way to improve the students’ and researcher’s weakness during the teaching-learning process.