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CHAPTER III RESEARCH METHOD
This chapter contains eight subchapters. It covers the research design, the research setting, the subjects of the research, the research instruments, the data
collection techniques, the data analysis technique, the research procedures, and validity and reliability of the study.
A. Research Design
This research, using audio-visual aids in the implementation of communicative activities to improve the speaking skills of grade eight students of
SMP N 2 Sanden in the academic year of 20142015 is an action research study, which focuses on the efforts to improve the real condition of the English teaching
and learning process. According to Burns 2010:2, action research is part of a broad movement that has been going on in education generally for some time. It is
related to the ideas of ‘reflective practice’ and ‘the teacher’ as ‘researcher’. To explore your own teaching contexts, action research involves taking a self-
reflective, critical, and systematic approach. This research study was implemented in the form of collaborative action
research. In conducting the collaborative action research, the researcher invited the English teacher and the students to work collaboratively. The research was
done collaboratively both in the reconnaissance steps and in the implementation. In this case, the researcher cooperated with the English teacher of class VIII. The
team worked together in planning, implementing and reflecting the action.
The action research was conducted in some cycles, depend on the aim of the
research study. The process was conducted as the cycles below:
Figure 3.1: Cyclical action research model by Kemmis and McTaggart in Burns 2010.
B. Research Setting
1. Place of the Research
This research was conducted at SMP N 2 Sanden on the first semester of the 20142015 academic year. This school is located in Jl. Samas, Srigading, Sanden,
Bantul, Yogyakarta. It has 21 classrooms, For the facilities, it has two basketball fields, two language laboratories, two science laboratories, one large hall, two
computer rooms, one mosque, two canteens, one library, one teachers’ room, one staff room, and one headmaster’s room. The condition of this school is quite
clean, big, wide, and bright. It is not crowded because it is far away from the street, at about 50 meters away.
There are fifty teachers, eight staffs, and a headmaster. There are 4 English teachers, all graduated from English education department. They have taught the
students for many years. Their experiences also support their English teaching skills.
There are six hundred and thirty five students, and two hundred and thirteen of them are in grade VIII. Most of them are from low-middle economy class.
Most of their parents are farmer, seller, and a few of them are civil servants. Generally, students in this school have low motivation in learning English.
The classroom for each class is big, sufficient for about 26-28 students. There are sufficient chairs and table in every classroom.
2. Time of the Research
The research was conducted in the first semester of the academic year 20142015 and started from August to October based on the academic calendar
and class schedule.
C. Participants of the Research
This researcher involved the headmaster, the English teacher, and the students of class VIII C in SMP N 2 Sanden. The researcher implemented the action while
the English teacher and the observer observed and noted the students’ reaction and condition on the class.
D. Research Instruments
In order to gain qualified data, the researcher collected the data by using some instruments. The instruments for collecting the data were in the forms of:
1. Field notes
According to McKay 2006:81, descriptive field notes are essential for quality ethnographic studies because they provide a recording of what the
researcher has seen and heard. Field notes were taken during the teaching learning process when conducting the action research.
2. Observation Checklist
The observation checklist was provided to enable the observer to record behaviors during sessions of the research quickly, accurately and with minimal
interviewer effect on behavior. 3.
Questionnaire According to Burns 2010:81, it is best to use a questionnaire also
sometimes called a survey, checklist, or schedule when you want to get responses from several people and you do not have time to interview. Questionnaire was
used to gain information about students’ opinion about the audio-visual aids and what the students’ want and need.
4. Interview guidelines
Interview guidelines listed the questions or issued to be explored during the interview. It helped the researcher to conduct the interviews systematically.
5. Speaking Scoring Rubric
Speaking scoring rubric was used to assess and collect the data of the students’ speaking ability. The rubric of the students’ speaking performance was
used to get the information about the students’ speaking ability after using audio- visual aids had been conducted. It was used two times to assess the first and
second cycle. To collect all the data, the researcher utilized a camera and a recorder to record the students’ performances in the teaching and learning process.
Table 3.1 Scoring Rubric adopted from New York State LOTE Assessment
ASPECTS SCORE
1 2
3 4
5 PRONUNCIATION No
attempt Most
utterances contain
errors. Many
utterances are
incomprehen sible.
Little communicati
on. Many
errors that
interfere with
compreh ensibility
. Frequent
errors that confuse
listeners and require
guessing at meaning.
Comprehensible , generally
correct. Occasional
error. Phonetically
correct. Almost error-
free. Awareness of
accent. Genuine
effort to sound like
native speaker.
SYNTAX GRAMMAR
No attempt
or repeats
cue. Most
structures incorrect.
Constant use of infinitive;
no conjugation.
Listener understands
only because past
experience. Many
errors agreeme
nt, verb forms.
Errors impede
communi cation.
Frequent errors.
Selfcorrect s on some.
Two or fewer syntax errors.
Minor errors that do not
impede communication.
No grammatical
errors. Speaker self-
corrects without
hesitation.
FLUENCY No
attempt. May
repeat cue.
Constant searching for
vocabulary, verb tense.
Dies not complete
utterances. Frequent
hesitatio ns,
searches for
words. Overly
translates questions
before response.
Repeat question
word before
response. Eventuall
y responds.
Halting, hesitating.
Visibly translating
before responding
. Can
rephrase and
respond. Occasional
hesitation, searching for
words. Speaker can
self-correct and respond to cues.
Smooth flow. Quick,
continuous flow.
Natural pauses.
VOCABULARY No
attempt. Totally
Does not complete
responses. Inadequa
te vocabula
Vocabular y is just
adequate to Good,
appropriate vocabulary.
Very good; wide range.
Uses
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