22 2.
Step 2 : Act Ary et al. 2010 explain
“the researcher implements the plan or changes a practice and collects data. Data may be collected fr
om a variety of sources” p.519. In this step, the researcher collected the data by conducting the teaching
activity and research. The instruments which were used were observation checklist, interview guide, questionnaire, and test.
3. Step 3 : Observe
According to Ary et al 2010 “in this step the researcher synthesizes and
analyzes the data collected ” p. 519. The data from the observation checklist,
interview guide, questionnaire, and test which had been collected were synthesized and analyzed.
4. Step 4 : Reflect
Ary et al 2010 state “the researcher reflects on and interprets the
information and c ommunicates or reports it” p. 519. In this step, the researcher
made the conclusion of the problems which were faced by the students based on the gathered data.
B. Research Setting
This research was conducted in SMP Negeri 6 Yogyakarta on April 2014. The research was conducted on 21
st
April 2014, 26
th
April 2014, and 17
th
May 2014. There were three cycles in this research and each cycle took one meeting.
23
C. Research Participants
The participants of this research were the students of VII C of SMP Negeri 6 Yogyakarta
. There were 34 students in the class. Students of VII C were chosen because the researcher found out that they had problem with their vocabulary
mastery. This was found out when the researcher did the internship program. When they were given the tasks, they asked the researcher to translate the English
questions, the reading passage, and the instruction into Bahasa Indonesia. Considering the problem which was confronted by the students, the researcher
used Student Teams-Achievement Divisions STAD and observed to what extent that teaching method enhanced
the students’ vocabulary mastery.
D. Instruments and Data Gathering Technique
In gathering data, the instruments were divided into three types. There were the instruments before the implementation the cycles, the instruments during the
implementation of the cycles, and the instruments after the implementation of the cycles. This kind of data gathering was needed because the researcher wanted to
find out the students’ enhancement after they learnt vocabulary through Student
Teams-Achievement Divisions STAD.
1. Research Instruments before the Implementation of the Cycles
a. Observation Checklist
The researcher observed the teaching learning activity by using observation checklist. The researcher came to the classroom and observed the teaching
learning activity which happened in the classroom. This was aimed to find out
24 how the teaching learning activity happened
in the classroom, how the students’ attitude in the classroom, and how the teacher taught the students.
b. Interview Guide
This instrument was aimed to find out more information about the teaching learning activity which was conducted by the teacher see Appendix 8. The
researcher addressed the questions to ten participants.
2. Research Instruments during the Implementation of the Cycles
a. Test
The researcher held tests in every cycle. There were two tests in each cycle. They were the pre-implementation test and the post-implementation test. The pre-
implementation test was aimed to give clues to the students about the teaching topic, to introduce the teaching topic, and to make the students were accustomed
to the English words which were taught on that day. The post-implementation test was aimed to check the
students’ understanding about the material which was taught. Another reason wa
s to check the students’ progress after the implementation of Student Teams-Achievement Divisions STAD.
3. Research Instruments after the Implementation of the Cycles
a. Questionnaire
In this research instrument, the researcher distributed the questionnaire to the students. The questionnaire was distributed after the three cycles had been
conducted. This research instrument was aimed to know the students’ changes and opinions after the implementation of Student Teams-Achievement Divisions
STAD.
25
b. Interview Guide
After implementing Student Teams-Achievement Divisions STAD, the researcher conducted an int
erview. The questions were about the students’ opinion about the implementation of it see Appendix 10. There were thirty four students
in the VII C class but the researcher only chose ten students to become the participants. There were four male students and six female students. Those
students were chosen randomly.
E. Data Analysis Technique
The data gathered were analyzed in order to know to what extent the use of Student Teams-Achievement Divisions STAD
enhanced the students’ vocabulary. Before conducting the cycles, the researcher observed the learning
teaching activity which was conducted by the teacher and analyzed the classroom situation. The researcher also analyzed the st
udents’ tests scores before and after the implementation of the teaching method. This was done in order to see the
students’ progress in each cycle. During the teaching learning activity, the researcher observed the teaching learning situation in the classroom and took
notes see Appendix 18. This instrument was chosen in order to know the students’ activities in the classroom, the problems faced by both of the researcher
and the students, and keep a record of the activities in the classroom. This was helpful to know the weakness of each cycle. By knowing the weakness of each
cycle, the researcher could improve it on the previous cycle.
26 The last research technique which was applied was interview. The researcher
addressed the questions to ten students. There were four male students and six female students. Those students were chosen randomly. The gathered data was
analyzed by summarizing it into a form of description. The researcher also analyzed the
result of the students’ tests, interview checklist, and the observation checklist. This wa
s aimed to know the students’ progress in learning English vocabulary.
There were two criteria of success in this research. The first was more than 50 of students’ test score pass the passing grade of English subject in regular
class of SMP Negeri 6 Yogyakarta which is 76. The second one was the number of the students who passed the passing grade increase.
F. Research Procedure
