activity in the classroom. Beside of solving the diagnosed problems in the classroom, CAR helps the teacher through any new methods and skills and helps to build self-
awareness especially through pair-teaching regarding as collaborative study between the researcher and the teacher.
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Hence, it can be seen that CAR is very appropriate to be applied in a certain situation and problem where the teacher and the researcher
want to have a better understanding about the new strategy heshe implements in which heshe can do improvement, reforming, solving, and any modification in order
to be able to overcome students‟ problems in learning. Here, the writer and the teacher collaborate in doing the research to get the
significant improvement in the students‟ problem in understanding of preposition of place through the new innovation of teaching learning activity, which is Total
Physical Response.
B. Time and Location of the Research
The Writer did Classroom Action Research CAR from January 5
th
2011 up to January 28
th
2011. This research takes place at SMPN 10 Kota Tangerang Selatan which is located at Jl. Yaktapena No. 08 Pondok Ranji
– Ciputat Timur 15412.
C. Subject and the object of the Research
The subject of this study is the first grade students of SMPN Kota Tangerang Selatan in class VII 8 as respondents of the research. The number of the students
consists of 40. Furthermore, the object of the research is Total Physical Response to improving students‟ ability in using prepositions of place.
D. The Writer’s Role on the Research
The writer‟s role on this research is as an observer who collaborates with the English teacher. As an observer, beside she makes lesson plans, and research
35
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Kasara, 2009, p.106-108
instruments observation form, questionnaire, pre-test and post-test, she also manages the teaching materials used by the teacher. Furthermore, she collects and analyzes data
then reporting the result of the research. On the other side, the teacher carries out the action based on the lesson plans made by the writer.
E. The Research Design
The writer uses Clasroom Action Research CAR in this study, so she follows principles of CAR to collect the data. The CAR procedures used in this research is
Kurt Lewin‟s design. It consists of two cycles in which each cycle contains four phases: Planning, Acting, Observing, and Reflecting.
CYCLE 1
CYCLE 2
Figure 3.1 The Kurt Lewin’s Design of CAR
Acting
Observing Planning
Reflecting
Acting Planning
Observing Reflecting
F. The Classroom Action Research CAR Procedures
The Kurt Lewin‟s design of Classroom Action Research consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. To
make clear what happens in every phase, here are the explanations:
1 Planning
The this phase starts from observing and interviewing to identify and diagnose the students‟ problem in learning English in the classroom. The writer
may observe the teaching learning activity in the classroom directly. Beside that she also interviews the English teacher to get main problem faced by her students
related to grammar field. After that, this phase moves to make the organized planning at whole of the CAR. The organized planning will be formed into lesson
plan based on the current used syllabus. Moreover, making research instruments including test pre-test and post-test and observation form both for teacher and
students will be done for the next phase. The last one is preparing teaching materials which mention any regarding procedures of teaching, media, resources,
and evaluation.
2 Acting
This phase is the implementation of what have been planned in the previous phase. In this phase, both the writer and the English teacher collaborate to carry out
the planned action. The teacher implements any organized program in the classroom while the researcher acts as an observer. In this activity, the teacher
gives test pre-test or post test to students, conducts total physical response to give the understanding prepositions of place which should be learned by the students in
their grade. Since teaching and learning period for prepositions of place is limited, the writer and the teacher sets two actions for each cycle.
3 Observing
Observing phase is conducted while the acting phase is being carried out, so that both of them are done at the same time. It is completely done by the writer as
the observer by noticing the activity, filling the form of observation and also taking notes related to teache
r‟s performance, students‟ behavior and students‟ feeling expressed. The observer should extremely notice and note all of activities in the
physical classroom. At last, the outcome of the observing becomes one of the parts that will be used in reflecting phase.
4 Reflecting
Reflecting is done in the end of each cycle in which the process of analyzing and evaluating are done. This phase is aimed to reflect the completely
done action based upon data that have been collected, and then it is important to hold evaluation for completing the next cycle. This phase is carried out and
discussed collaboratively between the researcher and the teacher. The writer and the teacher do reflection to identify and explain the difficulty or the problems
faced. If there still might have found some problems, it needs to move to the next cycle concerning re-planning, re-acting, and re-observing. Therefore, it is expected
that the unfinished problems yet can be soon solved.
G. The Technique of Collecting Data
