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CHAPTER III METHOD OF INVESTIGATION
In this chapter, I would like to present the following investigation method to achieve the objectives of this study, I used the following methodologies which are
divided into eight sections: 1 research design, 2 subject of the study, 3 role of the researcher, 4 types of data, 5 procedures of collecting data, 6 instruments
of the study, 7 procedures of analyzing data.
3.1 Research Design
This study was an action research which was concerned with the use of Audio- lingual Method to improve students’ oral past tense. It used qualitative approach.
Bodgan and Taylor 1992: 5 define qualitative method as a research procedure which produces descriptive data in the form of written or spoken record from
individual as well as observed behaviour. The purpose of qualitative research is to gather descriptive data which
will be used to give a detail and in a depth description in order to develop the concept or understanding about something being researched. Thus, the resulted
data do not require a statistical test and no hypothesis to test. Kurt lewin 2004, then, develops action research into 4 major parts:
planning, acting, observing, and reflecting, which become a continous cycle and can be illustrated below:
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Figure 3.1. Kurt Lewin Model of Action Research.
1. Planning
Planning was the first step of the research procedure. This activity covered the problem identification. This was the most important step in conducting action
research as by knowing the problems, I could find a good solution to solve the problems arose.
2. Acting
After recognizing the possible cause of problems faced by the students of SMA Kesatrian 1 Semarang, there were oral grammatical mistakes, the action was
decided in advance. The action was aimed to solve the problem. 3.
Observing Observing was the activity of collecting data to supervise to what extent the result
of “acting” reach the objective. The data being taken were qualitative and quantitative data. The quantitative data in this case covered the students’ progress
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the students’ grammatical mistakes while the qualitative data comprised students’ interest, motivation, and class management. In short, in this phase, I was
as the researcher elaborated kinds of data, the procedure of collecting data and instruments observation, questionnaire, and so forth.
4. Reflecting
Reflecting was the activity of evaluating critically about the progress or change of the students, class, and also the teacher. In this step, I could observe whether the
activity had resulted any progress, what progress happened, and also about the positives and negatives, and so on. In the planning, I wanted to improve the
students’ grammatical competence in speaking skill. I would use the Audio- lingual Method for improving the students’ achievement in speaking. There would
be some steps like a pre-test, the teaching-learning activities, and post-test. In short, action research is characterized by those constraints and strength
given a research methodology intended to be a workable technique for working classroom teachers. One can conclude that the meaning of classroom action
research is reflective action which is done to maintain the doers’ rationality in doing their jobs to deepen their understanding of their action in order to make the
teaching-learning process better. Elliot 1991: 49 concludes that action research improves a teaching learning process by saying “The fundamental aim of action
research is to improve practice rather than knowledge.”
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3.2 Subject of the Study
Kategori