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The Previous Study THEORETICAL FRAMEWORK

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Chapter III RESEARCH METHODOLOGY

A. Time and Place of the Study

The study will be held at MAN 19 which is located in South Jakarta in X grade. The data will collect in May 2013. The researcher views that the using of role play is necessary to improve speaking ability.

B. The Method of Research

The method that will be used in this study is Classroom Action Research CAR method which is derived from the root an action research. According to Santrock, action research is research used to solve a specific classroom or school problem, improve teaching and other educational strategies or make a decision at a specific level 1 . Based on the statement above, Classroom Action Research is method carry out as a device to overcome diagnose problem in learning activity in the class. C. The Population and Sample of Study 1. The Population of Study The population of this is the students of religion majoring in X class of MAN 19 Jakarta, academic year 20122013.

2. The Sample of Study

The sample of this study is the students of X-II religion majoring which is consists of 27 students. . 1 John W Santrock, Educational psychology, New York: Mc Graw, 2004, Second Edition, p.23

D. The Writer’s Role on the Study

The role of researcher in classroom action research is teacher at X grade of MAN 19 Jakarta and his partner classroom teacher as an observer the writer conducts this research collaboratively.

E. The Research Design

In this study the researcher will conduct the classroom action research into two cycle s. As stated by Arikunto that “Classroom action research should be implemented at least two cycles continuously”. 2 In order to be clear, the writer would like to present a model of Action Research stated by Kurt Lewin in a figure 3 below: Figure 3.1 Kurt Lewin’s Action Research Design 2 Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara,2009, p,23. 3 David Hopkins, A teacher’s Guide to Classroom Research, England: Open University Press, 2008, p 50-54 Cycle I Planning Acting Observing Reflecting Cycle II Observing Acting Planning Reflecting

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