4. Procedure
The aim of classroom action research, which is to improve the quality of teaching and learning process, can be achieved by doing some alternative actions
in solving the teaching and learning problem. It follows the research procedure of classroom action research. The research procedure is the descriptions of the
activities involved in the action-research cycle. Kemmis and McTaggart 1982 as cited by Burns 1999 provide the spiral of cycle in the action research, namely
planning, action, observation, and reflection. According to Kemmis and McTaggart, in doing action research, the
researcher has to develop a plan of action, act to implement the plan, observe the effects of the action, and reflect on these effects as a basis for further planning.
B. Research Participants
This research involved 21 participants. The sample was taken from class 7A, one of the seventh grade classes in SMP BOPKRI 2 Yogyakarta which
consisted of 21 students: 11 girls and 10 boys. The consideration of choosing the seventh grade students was that the seventh grade was considered as beginning
level of language learners so there is a need to increase their motivation to learn English. Moreover, if they are motivated and interested enough, they would
increase their literacy to maximize their learning process in preparing them to the higher level of education.
C. Research Setting
1. School Setting
SMP BOPKRI 2 was a junior high school under shielded by BOPKRI
foundation which stood for Badan Oesaha Pendidikan Kristen Repoeblik
Indonesia. It was located at Jalan Sultan Agung No. 4, Yogyakarta. The total number of classes was six classes which consisted of two paralel classes each
grade. Each class consisted of twenty to twenty six students of average. The teaching- learning process was carried out from 7.00 a.m. to 11.30 a.m every
Monday, Tuesday, Wednesday, Friday, and Saturday and from 7.00 a.m. to 1.00 p.m. every Thursday.
The school had total 24 English hours. It was only handled by one English teacher. In the English teaching and learning process in class, the students used
LKS and did not use any course books.
2. Class Setting
The total number of students in class 7A was twenty one consisting of ten male and eleven female students. English lesson was carried out two times a week
with four total class hours and duration of forty minutes per class hour. Here it is the map of the class 7A
D. Research Instruments
This research used six instruments, namely human instruments, interview, questionnaire, observation, field notes, and tests.
1. Human instrument In this classroom action research, human instrument here is the writer who
also acted as the researcher of this research. Guba and Lincoln 1981 state that the researcher is considered as human instrument because during the research the
researcher experiences dynamic situation during the teaching and learning process which can easily change at times.
Figure 3.1. Map of the class 7A
W S1
S2 S3
S4 S5
S6
S7 S8
S9 S10
S11
S14 S15
T S12
S13
S20 S21
S18 S19
S16 S17
Note: W A whiteboard
T A teacher’s desk S Students’ seats
2. Interview In this classroom action research, the writer used an unstructured or
informal interview. According to Burns 1999:120 the unstructured or informal interview is free- flowing conversation process in which there is no preplanned
question in a fixed order. The interview was not planned ahead of time. The writer used the subjects’ responses to decide on the next question.
The researcher conducted an informal interview to the students and the English teacher of SMP BOPKRI 2 Yogyakarta after the implementation of
actions in every cycle. It is important to know the students’ feeling and changes toward the actions implemented in every cycle. Also, it is important to know the
students’ condition during teaching and learning process in the perspective of teacher.
3. Questionnaire There were two kinds of questionnaires used in this research. They were
distributed to twenty one students of Class 7A SMP BOPKRI 2 Yogyakarta. The first was to know the students’ participation in the English teaching and learning
process. The second was distributed after the implementation of the actions to know the students’ feeling toward the actions implemented, the advantages of the
actions implemented to the students, and the suggestions for the actions implemented. According to Ary et al 2002, there are two question formats of
questionnaires, namely closed-ended questions and open-ended questions. A close-ended form contains the questions and the alternative answers. Whereas, the
open-ended form does not contains the alternative answers, so that the respondents can answer the questions freely. The first questionnaire used closed-
ended questions in a format of scaled items. The respondents chose the answers indicating frequency. The researcher used open-ended form for the second
questionnaires because the researcher wanted many possible answers from the respondents.
4. Observation Observation is an important part of this classroom action research.
Through observation, the researcher watches, monitors, and examines the teaching and learning process when actions are implemented. The researcher also uses
checklists. Checklists are applied in observations by indicating the kinds of information needed to answer the questions. In this classroom action research, the
writer provided some conditions in regard to the students’ participation indicating the students’ behaviour in the classroom. It is used to measure the improvement of
students’ participation in the English teaching and learning process in Class 7A of SMP BOPKRI 2 Yogyakarta.
5. Field notes According to Bogdan and Biklen 1982, field notes are the written
account of what the researcher hears, sees, experiences, and thinks in the course of collecting and reflecting on the data in a qualitative study.
Field notes consist of two kinds of materials, they are descriptive and reflective. Descriptive field notes are to provide a word-picture of setting, people,
actions, and conversations as observed. The other one, reflective field notes are the parts that capture more of the observer’s mind, ideas, and concerns.
In this research, descriptive field notes are used to record the responses and participation of the seventh grade students of SMP BOPKRI 2 Yogyakarta toward
the actions implemented in the classroom. The format of field notes is as follows:
Meeting : ... Title of Song : …
Activities Students’ Responses
Name of Games : … Activities
Students’ Responses
6. Tests Tests are used to measure the students’ understanding of the material the
students have got. In this research, tests were conducted in the end of every cycle to measure the students’ learning achievement.
E. Data Gathering technique
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