IMPROVING
VOCABULARY MASTERY BY USING FLIP CHART MEDIA AT GRADE VIII STUDENTS
OF
SMP NEGERI 1 BATANG ANGKOLA
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This
research would be conducted at SMPN 1BatangAngkola. This school was located at
Mandailing street km 18 Pintupadang. It about 17 km from the central town to
the south area. There researcher choose this school because one of quality
school in Batang Angkola. The time of this research would be done from 28th
August up to 21th December 2019
B. Research Design
This
research was designed by classroom action research (CAR). This research was
conducted to improve the teacher’s practice in the classroom for vocabulary
mastery, teaching apply through flip chart media to improving vocabulary or
changing student’s prior vocabulary mastery at low vocabulary to the better
vocabulary by it is criteria.
Action
research is carried out by people directly concerned with the social situation
that is being research. In this case of the social situation of a classroom,
this means in the first place teacher who take professional responsibility for
what goes on there.[1]
While action research will usually be initiated by teachers, sustainable
improvements in classroom situations will rarely be possible if other concerned
persons are not won over to its purposes.
It means
that, classroom action research is conduct which use to improve the teachers’
practice in the classroom for teaching through flip chart media.
Classroom
action research concern to four steps; planning, observation, action, and
reflection. Planning means the reflection of the action in the classroom. The
action and the observation cannot be separated each other, because the teacher
must do the return observation while writing what was being done. Reflection
was to propose what have been done.
In this
research applied two cycles. Each cycle consist of two meetings, where each
meeting consists of 2 x 40 minute. So, there are four meetings during process.
The required data would be collected by testing, observing, and interview. The
main data would be observed by field notes as the quantitative data.
This action research is following the model
of Kemmis and Mc Taggart. Kemmis and Mc Taggart in Valsa Koshy describe
cyclical action research model concerns to four steps namely are planning,
acting, observing, and reflecting.[2]
The model is described in the following figure:
Figure
2. Illustrates the Spiral Model of Action Research Proposed by Kemmis and Mc
Taggart[3]
According to
the above figure, it shows the illustrates the spiral model of action research
proposed by Kemmis and Mc Taggart. It explains how to do the action in each
cycle. In cycle 1, this research will be
planned before teaching in the classroom, after that this research will
be done the action by giving source : Valsa Koshy, Action Research for
Improving Practice material and apply the flip chart media and observe the
condition that happen in the classroom. The last activity is the research will
be done by doing reflection.
Then, at the
cycle 2 this research his revised by using planning from the cycle 1, and do the
action based on reflection in cycle 1. After that, this research will be done
by observation during the learning process and the last is expect students’
improvement.
C.
Participants
The
participants of this research was grade VIII students of SMP Negeri 1 Batang
Angkola in academic year 2019. There are seventh rooms of grade VIII. The
researcher choose room VIII-B, the total of the students in VIII-B were 31
students. Moreover, there was collaboration with an English teacher at grade
VIII-B students of SMP Negeri 1 Batang Angkola because the students used
conventional teaching (lecturer method) in learning process, as a result
students were lazy and feel boring and students also lack motivation. The
researcher observes the activities in the class while the teacher is doing an
action in this class. Then, teacher help the researcher analyze the data from
the observation and make plans for each cycle.
D.
Instrumentation of Data Collection
For
gathering information about the topic of the research problems, the researcher
would be used the instruments, they are:
1.
Test
In this research, the researcher uses test
to measure the students’ vocabulary mastery. The test is multiple choice tests
consisted 100 items for flip chart media test. The indictor of vocabulary mastery
in cycle I and cycle II are identifying the name of things and identifying the
meaning of things. It can be seen in the following table:
Table 2. Indicators of Vocabulary Mastery
|
No |
Indicators |
Topic |
Number of item |
Item |
|
1 |
Identifying the meaning of words |
Things in the market |
1,2,3,4,5,6,7,8,9,10,61,62,63,64,65,66,67,68,69,70 |
20 |
|
Things in the building |
41,42,43,44,45,46,47,48,49,50,81,82,83,84,85,86,87,88,89,90 |
20 |
||
|
Transportation |
21,22,23,24,25,26,27,28,29,30 |
10 |
||
|
2 |
Identifying the use of words |
Things in the market |
31,32,33,34,35,36,37,38,39,40,91,92,93,94,95,96,97,98,99,100 |
20 |
|
Things in the building |
11,12,13,14,15,16,17,18,19,20,51,52,53,54,55,56,57,58,59,60 |
20 |
||
|
Transportation |
71,72,73,74,75,76,77,78,79,80 |
10 |
||
|
Total |
100 |
|||
Indicators of vocabulary
mastery above would be used to score the students’ vocabulary and to get the
students’ result in vocabulary mastery.
2.
Observation
Observation is the technique to collect
data by observing. Observation used to get information about phenomenon that
occurs, by doing observation and recording toward visible phenomenon
systematically. So, this research would be done with observes
all the conditions that happen during the teaching and learning process. The
students’ activities during the learning teaching process in vocabulary by
using flip chart media would be observed. This observation would be done
collaboration with an English teacher at grade VIII-B students of SMP Negeri 1
Batang Angkola. The teacher would observes research’s activities when teaching
vocabulary in the classroom.
Some of students’ activities in teaching
learning process which observed are as follow:
a.
Students who always talks in the class
b.
Students active ask the question
c.
Students do all the task
d.
Full attention when learning vocabulary
e.
Students collect the task appropriate the time
f.
Students who have not full attention when learning
vocabulary
g.
Students; permission
h.
Condition of the class
In addition teacher activities (researcher)
would observe by collaborate in teaching learning process, as follow :
a.
Teacher’s physic appearance
b.
Teacher’s sound and classroom management
c.
Teacher’s opening
d.
Teacher’s implementing learning material
e.
Teacher evaluation
f.
Teacher reinforcement and interaction with students
g.
Teacher closing
3.
Interview
Interview is a
purposeful interaction usually between two people, focus on one person trying
to get information from the other person.[4]
Interviews were conducted to get
information from the sources of the data about the condition of the students in
English learning. The interview will run out before and after each cycle in
order to know what the students feel about the teaching and learning process,
as well as their improvement on vocabulary.
E. Research Procedure
This action
research would be done for two cycles. Each cycle consist of two meetings. Each
meeting consisted 80 minutes. So there are four meetings
during research process. The cycle consist of four steps. They are planning,
acting, observing and reflecting.
1.
First cycle
This cycle, the researcher conducted for
two meetings. Every meeting would be done consist of 80 minutes.
a. First meeting
1) Planning
a) Arranging the lesson plan
b) Making learning planning that use flip
chart media
c) Preparing all material that needed in
teaching learning process.
2) Action
a)
Tell the aim of the research to the students
b)
Dividing the students in groups
c)
Gave learning material to the students, everything
about things in the market, things in the building and transportation.
d)
Using the media to the students in teaching learning
process.
e)
Giving limited discussion time for students to write
the result of discussion about the things material.
f)
Monitoring every step that has been planning
g)
Collecting the students’ task result
3)
Observation
a)
Observing the execution of flip chart media
b)
Observing students’ vocabulary mastery
c)
Observe the problems in the process of learning and
giving solution
4)
Reflection
a)
Analyzing the finding during the observation has done
b)
Analyze the weakness and teacher’s progress that by
using flip chart media
c)
Reflecting on flip chart media
d)
Reflecting on the teacher and students learning
activity
e)
Evaluating the data that get from the class and make
any activities for the next meeting.
b. Second Meeting
1)
Planning
a)
Analyze the reflection result from first meeting and
expand to be done in the next meeting.
b)
Prepare all material about things and transportation
that needed. Make more lesson plan.
c)
Design the teaching vocabulary through flip chart
media.
2)
Action
a)
Giving
explanation about things and transportation material
b)
Giving
test to measuring students’ abilities in vocabulary
c)
Monitoring
the classroom
d) Monitoring time allocation with the all activity is
done
e)
Collecting
the students’ test result
3)
Observation
a)
Monitoring
teaching learning by using flip chart media
b)
Monitoring
the students’ activity when answer the test
c)
Discussion
the problem in process learning and giving solution.
4)
Reflecting
a)
Reflecting
of flip chart media that using in learning process
b)
Reflecting
of teaching activity and students’ learning result that using flip chart media
c)
Evaluating
the data that got from the class and make any
decisions for the next cycle
2.
Second cycle
The second cycle conducted in two
meetings too. Every meeting would be done for 80 minutes.
a.
Third meeting
1)
Planning
a)
Make
lesson plan about things and transportation.
b)
Preparing
flip chart media in teaching learning process is about things and
transportation.
c)
Designing a procedure teaching vocabulary through flip chart
media.
2)
Action
a)
Preparing
class and greet when open the matter
b) Organizing
the group of students in groups, each group consist of 5-7 students
c) Order
the students to create vocabulary with things and transportation topic that
researcher given. Then discuss it
d)
Giving
limited discussion time for students to write the result of their discussion
e)
Monitoring
the discussion activity
f)
Monitoring
time allocation with the all activity is done
g)
Collecting
the students’ discussion result
3)
Observation
a)
Monitoring
the teaching leaning by using flip chart media.
b)
Discussing
the problem in learning process and giving situation.
4)
Reflection
a)
Analyzing
the finding during observation is done
b)
Analyzing
he weakness and teacher progress that using flip chart media in teaching
learning vocabulary
c)
Reflecting
of teaching activity and students learning result that using flip chart media.
d)
Evaluating
or interpreting the data that getting from the class and make any decision for
the next meeting.
b.
Fourth Meeting
1)
Planning
a)
Make
analysis more the result of previous meeting
b)
Make
lesson plans again. Then preparing all material about things and transportation
that needed in teaching learning. (media, value criteria)
c)
Encoding
the problem and progress on the learning process
d) Designing the third preparing base on the first
meeting action.
2)
Action
a)
Preparing
class for learning
b)
Give
the topic about vocabulary and explain
c)
Giving
the limited discussion time is 40 minutes for students write the conclusion
about the material
d) Monitoring the flip chart media
e)
Collecting
the students’ task.
3)
Observation
a) Monitoring the teaching learning by using flip chart
media.
b) Recording the different is being happened.
4)
Reflection
a) Analyzing the weakness and teacher progress that using
flip chart media
b) Reflecting of teaching activity and students learning
result that using flip chart media
c) Evaluating or interpreting the data that getting from
the students.
F. Technique
of Data Analysis
In analyzing the data, the
research used quantitative data and qualitative data. Qualitative data was used
to describe the situation during the teaching process. The process of data
analysis involves making sense out of text and image data. It involves
preparing the data analysis conducting different analysis, moving deeper into
understanding the data, representing the data, and making and interpretation of
the large meaning of the data. The qualitative data is analyzed from
observation sheets from cycle 1 to cycle 2.
Qualitative data is used to
analyze the students result test. The quantitative data was collected and
analyzed by computing the score of vocabulary mastery. To know means of
students’ score for each cycle, the researcher applied the following formula:
M = 
Where:
M :Mean
of the students
∑ f x :
The frequency of students times total of scores
N :
Total of Students[5]
The percentages of students vocabulary
mastery through flip chart media is concluded by applying the following
formula:
P=
Explanation:
P : The
percentage of the students
R :The
number of the students
T :The
total number of students[6]
In order hand, account the
percentages of students’ complete study used the formula as follow.
P=∑the students’ complete study X 100%
∑student
The score of students vocabulary mastery consist of
two categories, there are pass or not pass. The score of students are passing
if it is >75. The score of students are not passing if it is <75. The
researcher would be showed on the following table:
Table
3.Category Standard Score Students
|
Categories |
Standard score |
Frequency |
Percentage |
|
Pass |
≥75 |
|
|
|
Not pass |
≤75 |
|
|
Source:
Anas Sudijono, Pengantar Statistic Pendidikan
After calculating and scoring students’
performance, their score is consult the classification quality on the table
below
Table
4.Clasification Quality of Students’ Score
|
No |
Percentage /score |
Criteria |
|
1 |
81-100% |
Very good |
|
2 |
61-81% |
Good |
|
3 |
41-61% |
Enough |
|
4 |
21-40% |
Low |
|
5 |
0-20% |
Very low |
Source: Riduwan, belajarmudahpenelitianuntuk
guru karyawan
Finally, researcher summarize
quantitative data by six steps as suggestby Creswell as in the following:[7]
Steps
1: organizing and preparing the data for analysis. This involved transcribing
observation, scanning material, typing up field notes, or sorting and arranging
the data into different type depending on the source of information.
Steps
2: reading all the data. This is done by obtaining a
general sense of the information, and reflecting on its overall meaning.
Steps
3: beginning detail analysis with a coding process it is organizing material
into “chunks” before bringing meaning to those chunks. It involved taking filp
cards data into categories, and labeling those with a term (a term based in the
actual languae of the participant).
Steps
4: using the coding process to generate a description of the setting or people
as well as categories. Beyond identifying the themes during the coding,
researcher built additional layers of complex analysis.
Steps
5: advancing how the description and themes are represent in the qualitative
flip cards. This is discussion that mentions a chronology of events, the
detailed discussion of several themes or inter-connecting themes. Researcher
usevisuals or figure to convey descriptive information about participants in a
table.
Steps 6: making
interpretation or meaning of the data. It is
researcher’s personal interprtation, meaning derived from a comparison of the
findings with information gleaned from the literature.
[1]Bridget Somekh and Herbert Altrichter, Peter Posch, , Introduction of the Methods of Action
Research, (New York: Routledge, 2005), P.13.
[2]Valsa Koshy, Action
Research for Improving Practice (London: A Sage Publication Company, 2005),
p. 3–4.
[3]Koshy, Action
Research For Improving Practice,
p.3-4.
[4]Gay and Airasian, Education
Research Competences for Analysis and Application, (U.S.A: Prentice Hall,
2000), p. 219.
[5]Hartono, Statistik:
Untuk Penelitian (Yogyakarta: Pustaka Pelajar, 2004), p.30.
[6]Al Zainal Aqib, et, Penelitian Tindakan Kelas Untuk Guru SMP,SMA,SMK (Bandung: CV. Y
Rama Widya, 2008), p.205.
[7]John W. Creswell, Research
Design: Qualitative, Quantitative and Mixed Methods Approaches (USA: Sage
Publication, 2003), p.190.
