CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of the Research
This research was conducted at SMPN 1 Purwasari which is located at Jl. K.H Moch. Sodiq, Desa Sukasari, Kecamatan Purwasari, 41373. The research
was carried out on January 25
th
up to March 1
st
. The selection of the school as the research setting was based on the reason that the school was relatively
accessible, both administratively and in term of distance.
B. Research Method and Design
This study was guided by a qualitative approach with Classroom Action Research CAR in particular. It was done by researcher to gather information
about, and improve the ways teacher s’ teaching and students learning.
1
This study is aimed to improve the practice of education by studying issues or
problem the teache r’s face in the class and then reflect about these problems,
collect and analyze the data and implement changes based on their findings.
2
Arikunto stated that CAR is viewed as a device to improve the quality of teaching and learning ability in the physical classroom. CAR also helps the
teacher through any methods, skills, and strategies through pair-teaching between the writer and the teacher as collaborative study.
3
In here, the teacher encouraged the writer by giving some advice, opinion or suggestion to make
the action in the class run well. Meanwhile, Johnson explained that CAR is the process of studying a real school or classroom situation to understand and
improve the quality of actions or instructions.
4
It means that to begin CAR, the writer needs to identify any real problems which is found in the classroom
concerning students ’ condition in teaching-learning process.
577. 108.
1
John W. Creswell, Educational Research Planning, USA: Pearson Education, 2012, p.
2
Ibid.,
3
Suharsimi Arikunto, Penelitian Tindak an Kelas, Jakarta: Bumi Aksara, 2009, pp. 106 –
4
Andrew Johnson, A Short Guide to Action Research, Pearson Education: 2008, p. 34.
21
The Classroom Action Research CAR procedure used in this research was Kurt Lewin
’s Design. It was used because Lewin’s design was more comprehensible and understandable for the writer. However, later the writer
would be developed the design from Lewin. There are four phases in each cycle; planning, acting, observing, and reflecting. The figure below represents
the cycles of Kurt Lewin ’s design.
Planning Acting
Cycle
Reflecting Observing
Figure 3.1 Kurt Lewin
’s Classroom Action Research Design
5
Here is the following explanation about each phases: 1. Planning Phase
In this phase, after identifying and diagnosing stude nts’ problems
in vocabulary mastery proven by interviewing the teacher, observing the class, and conducting the test, some plans related to
how solve the problems in the classroom were made. The writer as English teacher makes lesson plan based on the issue in the
classroom and to improve stude nts’ vocabulary mastery by using
5
Suharsimi Arikunto. op. cit., p. 130.
word clap game in order to make the students memorize some vocabulary and the meaning more interesting.
Then the form of lesson plan implemented to the students in the class. Post-tests were also prepared in order to know whether there
were some improvements on the stude nts’ score achievement from
each test. 2. Acting Phase
The writer gave the material to the students based on the lesson plan that has been made. Besides, the writer and the teacher
collaborate their ideas and opinions each other to carry out the planned action. The writer used word clap game as the strategy in
teaching vocabulary, and the teacher observed the condition of class during teaching and learning process. here, it began the
process of research problems that the writer found it, and also there were two cycles in which each cycle consisted of three meetings in
action. 3. Observing Phase
Observation toward implementation of the action was carried out by using observation sheets. In this case, the writer asked for help
from the English teacher to be an observer in the class. The observer observes the stude
nts’ response, participation, achievement and everything which is found during the teaching
and learning process and also observes the teache r’s activity in the
class. In order to know the changes made by the implementation of the action toward the subject of the research.
4. Reflecting Phase Both of the teacher and the observer has the evaluation aspect
during the process of teaching and learning stude nts’ vocabulary
mastery through word clap game. In this step, the teacher has to understand the issue of teaching and learning and the situation in
the class that has been taught. After the data have been collecting by observer and teacher, both of them will discuss the next step,
which is they have to analyze data first then identify the problems that still happened in the class and how to improve it at the
classroom. Moreover, if one cycle had not yet met the requirements of what to achieve, then, the writer should make the next plan to
solve the stude nts’ problem of their vocabulary mastery.
The application of the design in the writer s’ study could be seen in the
following figure.
Figure 3.2 The Stud
y’s Design Pre-Intervie w and Pre-Observation:
Interviewing the English teacher for knowing mo re about the subject of the study, teachers
’ teaching technique and what problems the teacher faces in
class. Observing the teaching and learning process in the
class to clarify the problem.
Planning
Choosing the materials for applying the technique
Design a lesson plan Develop an evaluation form of
students Pre-test
Acting
Performing the lesson plan by providing the materials using Word Clap Game
CYCLE 1
Reflec ting
Evaluate the teaching and learning process
Analyze the students ’ achievement
Identify the problem of the first cycle
Discuss with English Teacher
Observin g
Observe the acting process Note all the observation process
through observation
classroom checklist
Post-test 1
Kategori