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CHAPTER III RESEARCH METHODOLOGY
A. Setting and Time of the Research
The study is classroom action research which is aimed to implement the use of card games to improve speaking skill. The study is conducted in SMP
Muhammadiyah 4 Surakarta. The school is located at desa Tempurejo RT 02II Sumber, Surakarta, Jawa Tengah. The school is surrounded by house and schools.
The location of this school is far from the main street. It makes the situation of teaching learning process is condusive and confortable because the situation not
crowded. This research is conducted from October to November 2010 that represent the second term of 20102011 academic year.
B. Research Subject
The subject of the research is the second grade of SMP Muhammadiyah 4 Surakarta. This class consists of 35 students. They are 19 boys and 16 girls. The
researcher chooses this class because based on the observation, they are very enthusiastic in study English, especially encounter new thing, for example when
they know that they will be taught by the researcher in speaking class. Most of them seem to be eager to study. Besides that, the number of the students is not too
big in which it is effective for language class.
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C. The Method of Action Research
The method used in this research is action research. There are various definitions of action research stated by some experts. Mills 200: 6 says that
action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in teaching or learning
environment, to gather information about ways that their particular schools operate, how they teach, and how well their students learn. Wallace in Burn,
1999: 30 tells that action research is done by systematically collecting data on your everyday practice and analyzing them in order to make some decisions about
what your future practice and should be. According to Kemmis as quoted by Hopkins 1993: 44 gives the definition
of the action research as follows: Action research is a form of self-reflective enquiry undertaken by
participants in social including education in order to improve the rationality and justice of a their own social or educational practice, b
their understanding of these practice and c the situations in which practices are carried out.
Moreover, Nunan 1997: 18 argues that action research has distinctive feature that is those affected by planned changes have the primary responsibility
for deciding on courses of critically informed action which seems likely to lead to improvement, for evaluating the results of strategies tried out in practice. Burns
1999: 30 makes some characteristics of action research taken from some experts’ definition as follows:
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1. Action research is contextual, small-scale and localized. It identifies and investigates problems within a specific situation.
2. It is evaluating and reflective as it aims to bring about change and improvement in practice.
3. It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers.
4. Changes in practice are based on the collection of information or data which provides the impetus of changes.
Based on several definitions stated by some experts, it can be concluded that action research is any systematic inquiry conducted by the participators in social
participants including education for evaluating the results of strategies tried out in practice.
D. The Model of Action Research
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