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CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the methodology used to conduct the research. This chapter is divided into six sections. They are research method, research
participants, research instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
This research employed classroom action research CAR, which is usually conducted to provide practical action strategy, to overcome problematic
factors related to teaching and learning process. In addition, Carr Kemmis 1986 as cited by Burns 1999: 30 stated that:
Action research is simply a form of self-reflective enquiry undertaken by participant in social situations in order to improve the rationality and
justice of their own practices, their understanding of these practices and the situations in which the practices are carried out.
From the definition above, it can be concluded that action research will
investigate problems within a particular situation. Then, the problems will be reflected so as to bring about solution for improvement. Later, the chosen solution
is based on the collection of information or data which provides supporting facts for change.
The reason why the researcher conducted CAR was based on the theory stated by Sprinthall Schemutte 1991. They said that action research is
designed to solve problems that have “direct application” in the research setting. It
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35 means that CAR is used to find solution to improve the situation. In educational
setting, it can also be said that CAR is conducted to overcome the problematic factors which occur in the classroom.
In this research, CAR was employed to solve a problem found in English teaching and learning in XII IPS 1 class, namely the lack of students’ vocabulary
mastery. After diagnosing the problem, the researcher planned an action to be implemented in the English teaching and learning process. The researcher
implemented contextual guessing strategy in learning vocabulary through reading
activities. Contextual guessing strategy can be defined as an attempt to arrive at
the meaning of an unfamiliar word in the meaningful context by examining the surrounding context Honeyfield, 1977; cited in Nunan, 1991. During the
implementation process, the researcher observed what was going on in the class. After obtaining the data through observations, the researcher analyzed the effects
of the implementation process. Then, the researcher reflected whether the given action was able to improve students’ vocabulary mastery.
In this research, the researcher decided to utilize CAR based on Kemmis McTaggart’s model. According to Kemmis McTaggart 1988 as cited by
Burns 1999: 32, action research occurs through a dynamic and complementary process, which consists of four essential stages. They are planning, acting,
observing, and reflecting. However, in this model, Kemmis McTaggart combined the action and observation into one stage. They considered that action
and observation are one activity that cannot be separated from one another. In other words, when the action is implemented in the teaching and learning process,
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36 the observation must also be done as soon as the action happened. Then, the
concept of CAR based on Kemmis McTaggart’s model is presented in Figure 3.1.
Figure 3.1 Kemmis McTaggart’s Cycle Model Burns, 1999
B. Research Participants
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