CHAPTER III RESEARCH METHOD
A. Type of the Study In this research, the writer uses classroom action research CAR.
Mc Niff 1992 in Arikunto 2006:102 states that action research is a form of self-reflective inquiry undertaken by participants in a social including
educational situation in order to improve the rationality and justice of their own social or educational practices as well as their understanding of
these practices and the situations in which these practices are carried out. It consists of planning, actingimplementing, observing, and reflecting.
Furthermore, Kasbolah 2001:15-17 states that there are four characteristics of action research; firstly, the action research is carried out
by practitioners rather than outside researcher. In this research, the classroom action research was carried out by the researcher and English
teacher as the collaborator. Secondly, action research is the systematic study attempting to overcome real problems. In this research the classroom
action research CAR was the attempts to overcome students’ problem in speaking mastery. Thirdly, the action research is intended to change thing
to be better than before. In this research, the class action research CAR was intended to change the students’ ability in speaking mastery to be
better than before. Fourthly, action research is a kind of collaborative research, it means that the research take participants in the form of a team
consisting of insider and outsiders. Then insiders were some teachers who want to do action research and outsiders were the researchers in their field.
In this research, the classroom action research CAR was done by the writer and the English teacher.
B. Action Procedures In this Classroom Action Research CAR, the writer used the
CAR principle to collect the data. The research consist of three cycles with each cycle consist of four elements. The writer describes the cycles through
the scheme of action research steps and each of the phases can be explained briefly as follows:
The cycle of Classroom Action Research Hopkins, 1993: 52 a. Planning
In this phase, the writer makes the lesson plan and then chooses teaching aids to imply the information gap method. In this
Planning
Acting
Observing
Reflecting
Re-planning
Reflecting Acting
Observing
Etc.
phase, the writer use dialogue, short paragraph, describe and draw material.
b. Acting
The teacher puts the class into four groups, calling them A, B, C, D. To each group he gives one of the pictures. The students
in the groups have to memorize everything they can about the pictures-which’s in them, what’s happening etc. They can talk
about the details in their groups. The teacher now takes the pictures and asks for one student
from each group A, B, C, and D to form a new four person group. He tells them that they have seen different picture but that the
pictures taken together. The task is for the students to work out what the story is. The only way they can do this is by describing
their pictures to each other and speculating on how they are connected.
The final stories may be different. The groups tell the whole class what their version is, and the teacher can finally re-
show the pictures.
c. Observing
In this phase, the writer observs the students response, participation and everything which is found during the teaching
and learning process. In speaking learning process, most of the student are
interested in information gap method. Sometimes, from one group to other group do a mistake, like: misunderstanding, unability to
memorize the story.
d. Reflecting
After collecting the data, the writer will evaluate the teaching-learning process. Then, the writer will reflect herself by
seeing the result of the observation, whether the teaching learning process of speaking using information gap method is good to imply
in teaching learning process at SMP N 3 KEBAKKRAMAT KARANGANYAR in 20072008 Academic Year or not. If the first
plan is unsuccessful, the writer should make the next plan re- planning to get a good result.
During the process of the action research in the first class of SMP N 3 KEBAKKRAMAT KARANGANYAR, the writer uses
the diary and document as the instrument for gathering the data. Diaries contain personal accounts of the observation on feeling,
reaction, interpretations, reflections, explanations and documents
are used to provide information, which is relevant to the problem under investigation. The documents used by the writer are lesson
plan and the sample of children’s work. Mc Cormick James 1983 in Tilston, 2002:52 state that the successful document used is still
photography in the collection on information, particularly when evidence is being collected to evaluate lessons. So, the writer
includes the photography as the document too. Furthermore, Kasbolah 2001:15-17 states that there are four
characteristics of action research; firstly, the action research is carried out by practitioners rather than outside researcher. In this research, the
classroom action research was carried out by the researcher and English teacher as the collaborator. Secondly, action research is the systematic
study attempting to overcome real problems. In this research the classroom action research CAR was the attempts to overcome students’ problem in
speaking mastery. Thirdly, the action research is intended to change thing to be better than before. In this research, the class action research CAR
was intended to change the students’ ability in speaking mastery to be better than before. Fourthly, action research is a kind of collaborative
research, it means that the research take participants in the form of a team consisting of insider and outsiders. Then insiders were some teachers who
want to do action research and outsiders were the researchers in their field. In this research, the classroom action research CAR was done by the
writer and the English teacher.
C. Research Location This research takes place at SMP N 3 KEBAKRAMAT
KARANGANYAR. The writer chooses this place to do an action research because the writer sees it necessary to develop the way in teaching
particularly to develop the students’ speaking mastery in junior high school. In teaching English at the second grade of SMP N 3 Kebakkramat
Karanganyar, teacher teaches the students traditionally. They let the students only memorize the vocabulary, instead of using it and they don’t
know about information gap. So, the researcher want to do the research in this school.
D. Object of the Study The object of the study is teaching speaking learning-process using
information gap method to the second grade of SMP N 3 KEBAKKRAMAT KARANGANYAR in 20072008 Academic Year.
E. Subject of the Study The subject of the study is to the second grade students of SMP N
3 KEBAKKRAMAT KARANGANYAR in 20072008 Academic Year. There are 40 students in class VIII a.
F. Method of Collecting Data The method is a means that is used to solve problems. There are
some methods of collecting data. They are observation, interview and test. In this case the data are taken from the source by employing observation
and test.
1. Observation The writer does the observation directly toward teaching speaking
learning-process in SMP N 3 KEBAKKRAMAT KARANGANYAR 20082009 Academic Year. In this research, the writer acts as an active
observer. The writer interacts with the students as well as the teacher. In speaking lesson, the writer observes their speaking skill, such as;
their pronunciation, vocabulary, memorizes and their brave in speaking lesson.
2. Test According to Sudjana 1987:16 a test means some question to
students to be answered. The test is used to compare the students’ speaking achievements before conducting the research post-test and
after conducting the research pre-test. The form of the test can be grouped into three forms, namely: oral, written, and behavior form. In
this research, the writer conducts an oral test. The students make story
depend on picture, what they do or everything in the picture. Then, they memorize the story and tell to their friend in front of class or other
group.
3. Interview One of the ways to get deep and more information in the classroom
the writer will interview the English teacher. In here, the researcher takes 10 samples of 40 students. What’s problem of speaking, about
speaking lesson during before and after using information gap method in speaking lesson.
G. Data and Data Source The data of this research are the procedure and the result of
teaching speaking using information gap. The result is in the form of the comparison between pretest and post-test score.
● The sources of data in this study are: 1.
Event It is the teaching speaking using information gap in the second
grade of SMP N 3 KEBAKKRAMAT KARANGANYAR. 2. Informant
The informant is the English teacher and students in SMP N 3 Kebakkramat Karanganyar.
3. Place The researcher observes and teaches in the classroom of SMP N 3
Kebakkramat Karanganyar.
H. Technique for Analyzing Data
The researcher conducts the action research of teaching speaking using information gap technique at the second grade of SMP N 3
KEBAKKRAMAT KARANGANYAR. What follows are steps in analyzing the data based on Miles and
Huberman 1984: 170. a.
Reducting the data This is the first component in analyzing the data that contains
selection process, focusing, and summarizing data from field notes. In this step, the researchers’ selects, limits, and summarize the data
from the implementation of teaching speaking using information gap technique.
b. Displaying the data
The second step of analyzing the data is describing the data in narrative which the research conclusion will be possible to be done.
This step is describing the result of the research which is described in systematic and logic sentence, therefore the result is
understandable the form of displaying is not always in the sentences, but can displayed in table form which supports the
narrative data. c.
Drawing Conclusion The last step is the researcher makes conclusion of the research.
Then the researcher also verifies the conclusion the technique is by discussing the research conclusion with the collaborator of the
research. This step is very important to be done in order to get good research conclusion.
CHAPTER IV RESULT AND DISCUSSION
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